From passing the exam to self-actualisation: different ways of conceptualising success among students in online higher education

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Adult Learning ◽  
Adult Students ◽  
Professional Practice ◽  
Growth And Development ◽  
Analysis Process ◽  
Online Higher Education ◽  
Second Chance

This article discusses the results of phenomenographic research on online students’ conceptualisations of success in two online programmes. Through in-depth conversations, fifteen adult students were able to express their voices on success. I applied the eight-step data analysis process to uncover in-depth variations that existed among participants. The students articulated qualitatively different perspectives on success, ranging from the formal perspective on success as obtaining satisfactory exam results and gaining a degree, understanding, improvement in their professional practice, an opportunity to open more doors, and, finally, self-actualisation. The discussion of the findings problematises the simplistic understanding of success based on accounts of adult students and oppose a predominant, functional view on adult learning as a “second chance”. Furthermore, this article provides empirical evidence on “soft” outcomes of online learning that are valued and sought by adult students, such as meaningful learning, growth and development, and self-realisation.

In their own words, from their own perspective: adult students’ experiences in online higher education

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Students ◽  
Rapid Development ◽  
Learning Context ◽  
Online Higher Education ◽  
Psychological Theories ◽  
Or Groups ◽  
Online Distance ◽  
The Uk

The rapid development of online distance programmes has increased the popularity of higher education among adult students. However, despite the suggested benefits of online higher education (OHE), it has been well documented that adults may experience various challenges and barriers when adapting to it. Prior research on adult students’ experiences has tended to be influenced by psychological theories and predominantly represented by survey-based studies focused on individual factors or groups of factors that affect adults’ learning. As a result, inadequate attention is given to adult students’ voices within the online learning context. This article reports the results of the study that examined qualitatively different ways of experiencing online learning by adult students. A detailed picture of these variations was drawn from interviews with adult students from two online postgraduate programmes in the UK and Russia. The chosen phenomenographic research design assists in uncovering qualitative variations in adult students’ accounts and leading to a development of a hierarchically structured model. The analysis demonstrated three ways of experiencing online learning: as an investment, as a process that brings structure, and as a process that enables and empowers. The context in which online learning is conceptualised is proposed to explain the identified variations.

Online Learning for the Adult Learners Using Andragogy

2021 ◽  
pp. 37-58
Author(s):  
Pamela A. Lemoine ◽  
Christopher J. Garretson ◽  
Robert E. Waller ◽  
Evan G. Mense ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Online Programs ◽  
Job Competencies ◽  
Active Involvement ◽  
The World ◽  
E Learning

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job.

scholarly journals Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 396
Author(s):  
Anang Fathoni ◽  
Ali Mustadi ◽  
Wahyu Kurniawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Significant Influence ◽  
Learning Strategy ◽  
Learning Activities ◽  
Education Students ◽  
Integration Of Technology ◽  
The World ◽  
Negative Impacts

The emergence of Covid-19 has had a significant influence on the world of education. Even though the emergence of Covid-19 has accelerated the integration of technology in learning, there are still negative classroom learning impacts. This study aims to explore student experience in online learning in the Covid-19 Pandemic period; describe the negative impacts and obstacles that arise in online learning; and describe student strategies in online learning. This research is qualitative in the type of case studies. Data were collected through open questionnaires and interviews with participants of 20 students. Data analysis was accomplished with Bogdan and Biklen models through reduction, searching for sub-themes, and seeking relationships between sub-themes to obtain the conclusion. The results of this study show that learning in the Covid-19 pandemic period has not been fully optimally done. In addition, students also get physical and mental impacts during online learning. Furthermore, students get barriers to signals, learning environment, and learning activities with lecturers online. However, students have a varied learning strategy to minimize obstacles and negative impacts of online learning.

If at First You Don’t Succeed, Become a Lifelong Learner

2013 ◽  
pp. 322-339
Author(s):  
Kathleen P. King ◽  
Christina M. Partin ◽  
Hidelisa C. Manibusan ◽  
Gillian M. Sadhi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Workforce Development ◽  
Economic Capital ◽  
Online Classes ◽  
Learning Skills ◽  
Lifelong Learner ◽  
New Perspective

In this chapter, the authors propose examining online learning in higher education as a mechanism for promoting lifelong learning skills, and thus, as a way to provide capital to students. With that in mind, they provide a theoretical foundation to demonstrate the need for workforce development as well as interdisciplinary perspectives on the skills and requisites necessary for successful lifelong learning, and how both are important to the central mission of higher education. This chapter explores the literature and major issues surrounding the importance and use of capital and lifelong learning skills, and how both can be gained through online learning. The authors argue that lifelong learning skills can be generated through transformative leaning experiences and that facilitating these experiences should be a goal of online learning in higher education in order to ensure that students have the skills necessary to gain social, cultural, and economic capital in order to remain relevant through their lives in a 21st century, learning society. In this chapter, the authors discuss several relevant examples of “Tools for Lifelong Learning” including specific examples to demonstrate how online classes can serve as a mechanism to generate capital for students in higher education settings. They provide a model and build upon theory across higher education, sociology, adult learning, and educational psychology to provide a new perspective of the importance of lifelong learning as well as best practices for achieving these goals.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

scholarly journals Whatever Happened to the Promise of Online Learning?

2019 ◽  
pp. 2-4 ◽  
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Cost Containment ◽  
Quality Enhancement ◽  
Delivery Mode ◽  
Stages Of Development ◽  
Online Higher Education ◽  
The World

This article synthesizes the evolution of, and prospects for, online higher education around the world. Different national online higher education models and stages of development are outlined. Online learning is judged by the extent to which the delivery mode has addressed higher education’s core challenges of wider access, quality enhancement, and cost containment.

Representation in 21st Century Online Higher Education

2020 ◽  
pp. 165-183
Author(s):  
Maggie Broderick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Minority Students ◽  
21St Century ◽  
Potential Benefit ◽  
Representation Of Women ◽  
Playing Field ◽  
Online Higher Education ◽  
Public Versus Private ◽  
The University

This chapter examines representation of women and minorities in 21st century higher education with regard to how the online learning culture serves diverse students. Over the past two decades, faculty and student representation by women and minorities has increased, while online learning has also grown exponentially, becoming almost ubiquitous in its reach and scope. Even with differences across institutions (public versus private, size of the university, and populations served), the online learning environment has a seemingly agreed-upon set of rules, standards, and practices. Arguably, online learning has a distinct culture, which can thus be viewed through the lens of Vygotskyian sociocultural theory. While online learning may have some perceived downsides, a potential benefit is that the nature of the technology and the agreed-upon culture of 21st century online learning across institutions may serve to mask and inhibit implicit bias and thus level the playing field for women and minority students and faculty in higher education.

scholarly journals A Second Chance: The University of Cape Town's Diploma in Education

2009 ◽  
Vol 2 ◽  
pp. 178-190
Author(s):  
June Saldanha
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Adult Students ◽  
Education Institution ◽  
Historical Background ◽  
Predominantly Black ◽  
Men And Women ◽  
The University ◽  
The Impact ◽  
Second Chance

This paper describes a curriculum that gives men and women from predominantly black working class communities a second chance to acquire a formal qualification at a higher education institution in South Africa. The curriculum provides the space for adult students to think critically about themselves and their practice and to develop a confident voice to express themselves. Through this process they develop both learner and educator identities and begin to see how the two intersect. The paper gives some of the historical background of the course, and shows how lecturers who have taught on the programme at different times have helped shape the curriculum. It goes on to discuss the changing nature of the student intake, the curriculum content and structure and ends with a discussion of the impact of the course, on students, staff and on the university as a whole. One very visible impact of the diploma is to be seen in the students who have gone on to acquire other postgraduate qualifications in adult education studies. On a university-wide level, through the involvement of adult education lecturers in other programmes and curricula, knowledge of and interest in adult learning is shared and encouraged.

scholarly journals Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it?

2021 ◽  
Vol 5 (2) ◽  
pp. 139-151
Author(s):  
Hasan Djidu ◽  
Sufri Mashuri ◽  
Nasruddin Nasruddin ◽  
Andri Estining Sejati ◽  
Rasmuin Rasmuin ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Time Management ◽  
Phenomenological Approach ◽  
Learning Resources ◽  
Students First ◽  
Online Assessments ◽  
Internet Connections ◽  
Depth Interviews

This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations.  Third, the difficulty of time management during the online learning period.

Towards a Theory of Formative Assessment in Online Higher Education

2020 ◽  
pp. 1637-1661
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

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