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.

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.

scholarly journals The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Conceptual Model ◽  
Physical Environment ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Online Distance Learning ◽  
Online Distance

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Designing Practice(s) for Learning in Online Learning Contexts

2020 ◽  
pp. 21-53
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Research ◽  
Research Literature ◽  
Learning Objectives ◽  
Regular Part ◽  
Learning Context ◽  
Extant Literature ◽  
Critical Questions ◽  
Learning Contexts

Practice is a regular part of learning, and it is used for a variety of learning objectives and outcomes. There is very little in the academic research literature about how to design assigned and formal “practice(s)-for-learning,” much less for an online learning context in higher education. This work explores the extant literature on practice design and proposes some initial approaches for defining practices-for-learning in online learning. This work provides a construct for highlighting the main levers of practices-for-learning (through interrelated paragraphs of mapping sentences). This work also asks some critical questions for the design of learning practice in online contexts.

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.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK

2005 ◽  
Vol 6 (2) ◽  
pp. 105-114 ◽  
Author(s):  
Paul D. Hannon
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Educational Programme ◽  
Educational Process ◽  
Theoretical Development ◽  
Learning Context ◽  
Philosophical Foundations ◽  
The Uk

This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.

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.

Evolving Online Learning

2013 ◽  
pp. 534-551
Author(s):  
Geraint Lang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Urban Areas ◽  
Mobile Internet ◽  
Online Information ◽  
Head Teachers ◽  
The United Kingdom ◽  
University Courses ◽  
Talking Heads ◽  
The Uk

In the United Kingdom, the increased broadband speeds and the availability of mobile Internet access via 3G mobile phones and tablet computers, along with an ever growing number of free Wi-Fi hotspots located within urban areas becoming available, has meant that there are now more opportunities than ever to access online information. For the adult learner, technology considered innovative a decade ago to pioneering online communities of UK head teachers who collectively made up Talking Heads has now become commonplace, particularly in the guise of virtual learning environments (VLEs). This chapter sets out to show how the knowledge gained from those early communities of practice informed the development of the fully online Ultraversity degree, which in turn has been able to provide pointers to the possible framework for online learning provision in higher education. This is particularly pertinent for this sector of education in the UK, which is faced with raising course fees threefold. By making a greater number of university courses accessible online, available anytime, and from virtually anywhere, particularly via mobile Internet devices, an alternative and more affordable route to higher education in the UK and elsewhere in the world awaits to be developed.

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