scholarly journals The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Shannon Kennan
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Environments ◽  
Teaching Behaviors ◽  
Online Students ◽  
Online Learners ◽  
Online Learning Environments ◽  
Class Standing ◽  
Online Classrooms ◽  
The Impact

This study contributes to the growing body of literature about what makes a successful online learning environment. Specifically, it addresses assumptions made about online learning environments — that privilege self-determination and adult learners — by measuring students’ preferences for teaching behaviors that they believe help them succeed in online classrooms. Using two waves of survey data, only seven teaching behaviors were consistently related to online learners based on differences in age and class standing among students, and those behaviors do not fit neatly within the assumptions typically made about adult learners. These findings should begin to raise questions about whether the assumptions made about adult learners actually manifest in online learning environments. This study reveals evidence of a more pragmatically-minded group of adult learners, particularly when considering the impact of age and class standing for online students.

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Adult Millennials

2018 ◽  
pp. 1898-1916
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

We'll Leave the Light on for You

2011 ◽  
pp. 64-76 ◽  
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

We'll Leave the Light on for You

2011 ◽  
pp. 704-715
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

Adult Millennials

2014 ◽  
pp. 62-78 ◽  
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Adult Millennials

2014 ◽  
pp. 126-142
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Creating Inclusive Online Learning Environments That Build Community and Enhance Learning

2017 ◽  
pp. 304-330
Author(s):  
Morris Thomas ◽  
Rachelle Harris ◽  
Arlene King-Berry
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching Experience ◽  
Current Status ◽  
Key Factors ◽  
Online Learners ◽  
Learner Engagement ◽  
Online Learning Environments ◽  
Evidence Based Practices

The current status of today's society is driven by and involves technology. Many people cannot function without their cell-phones, social media, gadgets, tablets, and other forms of technology for which people interact. Many of these technologies depend upon and are utilized within an online context. However, as it pertains to online learning environments, many faculty struggle with developing and implementing opportunities that builds a sense of community for their learners. This chapter: 1) Discusses key factors that impact student engagement, 2) Addresses factors that facilitate continued engagement for diverse online learners, 3) Provides evidence-based practices for creating and sustaining online learner engagement, and 4) Offers real world suggestions from the online teaching experience of chapter's authors.

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