An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2013 ◽  
pp. 373-386
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2014 ◽  
pp. 1176-1189
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

Improving the Tracking of Student Participation and Effort in Online Learning

2012 ◽  
pp. 1686-1700
Author(s):  
Ian Douglas
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Student Participation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Technology Learning ◽  
Student Management

Much research into educational technology is focused on tools for supporting teaching and learning. In contrast to this work, relatively little research is conducted into technology that tracks student participation and effort. No matter how good the educational technology, learning is dependent on a sufficient input of effort from the student. Most Learning Management Systems have some tools for tracking students, but they are currently difficult to use and underused by instructors. This chapter examines the importance of tracking in student management, reviews attempts to improve the quality of tracking tools, and suggests paths for future research based on the deficiencies in current tools.

Beginning the Process of Humanizing Online Learning

2017 ◽  
pp. 111-131
Author(s):  
Daniel Reynaud ◽  
Emanuela Reynaud ◽  
Peter Kilgour
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Environment ◽  
Science Teacher ◽  
Case Studies ◽  
Technical Support ◽  
The Other ◽  
Online Learning Environment ◽  
School Technology ◽  
Online Format

This chapter considers two autoethnographic case studies of two teachers as they report on their journey towards making online learning more authentic, personal and humanized. One teacher is a secondary school technology and applied science teacher, and the other, a tertiary history and literature lecturer. In both cases, an initial reticence and even fear transitions into a journey of discovery into the online format. The importance of technical support, pedagogical support and administrative enthusiasm are seen as vital to a healthy transition to an online learning environment that maximizes its technological advantages. A link is drawn between humanizing the transition for teachers and humanizing the experience for students.

Total Online vs. Hybrid

2011 ◽  
pp. 1856-1862
Author(s):  
Shiang-Kwei Wang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Discussion Board ◽  
Face To Face ◽  
Working Adults ◽  
Busy Time ◽  
Part Time ◽  
Non Traditional Students ◽  
E Mail

Cutting-edge computer technology has been advancing the implementation of distance learning in higher education, and facilitating the preparation of a virtual learning environment for students who have difficulty participating in a traditional face-to-face classroom due to busy time schedules or untravelable distances. The educational needs from more and more non-traditional students (part-time working adults or students who are unable to attend class physically) have been growing, and the use of online learning has expanded. In an online learning environment, the instructor and students are separated in time and space; as a result, the learning is facilitated through various synchronous and asynchronous technologies (e.g., discussion board, chat room, e-mail, and video conferencing tools).

Fear Factors

2010 ◽  
pp. 81-100 ◽  
Author(s):  
Patricia Sendall ◽  
Raymond J. Shaw ◽  
Kim Round ◽  
Jane T. Larkin
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Online Courses ◽  
Traditional Students ◽  
Non Traditional Students ◽  
Support Students

The purpose of this chapter is: (1) to examine the interrelationship between andragogy and online learning; (2) to uncover the hidden challenges to successful online learning for non-traditional students; and (3) to uncover hidden challenges in faculty adoption of online instruction. The authors believe that fear is often the biggest factor which can present itself in a variety of ways. A study was conducted to identify those hidden challenges facing students and faculty who choose not to take or teach online courses. This study identifies how institutions can support students and faculty who desire to take or teach online courses. This study also discusses how online learning is aligned with andragogy1, which traditionally leverages learners’ experience, independence, and interaction (Gibbons & Wentworth, 2001).

Improving the Tracking of Student Participation and Effort in Online Learning

2010 ◽  
pp. 173-186 ◽  
Author(s):  
Ian Douglas
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Student Participation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Technology Learning ◽  
Student Management

Much research into educational technology is focused on tools for supporting teaching and learning. In contrast to this work, relatively little research is conducted into technology that tracks student participation and effort. No matter how good the educational technology, learning is dependent on a sufficient input of effort from the student. Most Learning Management Systems have some tools for tracking students, but they are currently difficult to use and underused by instructors. This chapter examines the importance of tracking in student management, reviews attempts to improve the quality of tracking tools, and suggests paths for future research based on the deficiencies in current tools.

scholarly journals Is it a blessing? The impact of Covid-19 on non-traditional language learners’ satisfaction at Saudi Electronic University

2021 ◽  
pp. 12-17
Author(s):  
Amera Alharbi ◽  
Vicky Wright ◽  
Kate Borthwick
Keyword(s):  
Saudi Arabia ◽  
Online Learning ◽  
Language Learners ◽  
Quantitative Study ◽  
Self Efficacy ◽  
Traditional Students ◽  
Online Course ◽  
Traditional Language ◽  
Non Traditional Students ◽  
The Impact

This study examines non-traditional language learners’ interactions and satisfaction with online learning in the Saudi context during the pandemic. Saudi Electronic University (SEU) is unique in Saudi Arabia as it has adopted a blended mode of teaching and students’ completion of both online and class-based materials is mandatory. It enables non-traditional students to further their studies. In a quantitative study, 732 students completed a questionnaire which examines the online learning experiences of these learners. The survey assessed learners’ self-efficacy for completing an online course, interactions with content, instructor, other students, and overall satisfaction. The paper examines whether moving to entirely online learning during the pandemic has affected their life and study positively or negatively.

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