Millennial Adult Learners in the 21st Century

2013 ◽  
pp. 425-439
Author(s):  
Thomas G. Reio ◽  
Keisha Hill-Grey
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Best Practices ◽  
21St Century ◽  
Social Presence ◽  
Course Design ◽  
Learning Needs ◽  
Face To Face ◽  
Learning Contexts ◽  
Face To Face Learning

Millennials and their learning needs are in general misunderstood. Little research on how millennials prefer to learn, work, and live has contributed to unproductive, contradictory notions about this generation to the detriment of all. More research is clearly needed to better understand the current and future behaviors of millennials. A wide array of advancing technologies and their direct applications to online and face-to-face learning contexts are explored as means to engaging millennials more in adult learning endeavors. Best practices in employing technologies in the classroom, such as promoting interactivity and social presence through blogs and YouTube, are highlighted in online contexts and through course design. How technology impacts those who have not had exposure to technology is explored as well.

Millennial Adult Learners in the 21st Century

2014 ◽  
pp. 111-125
Author(s):  
Thomas G. Reio Jr. ◽  
Keisha Hill-Grey
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Best Practices ◽  
21St Century ◽  
Social Presence ◽  
Course Design ◽  
Learning Needs ◽  
Face To Face ◽  
Learning Contexts ◽  
Face To Face Learning

Millennials and their learning needs are in general misunderstood. Little research on how millennials prefer to learn, work, and live has contributed to unproductive, contradictory notions about this generation to the detriment of all. More research is clearly needed to better understand the current and future behaviors of millennials. A wide array of advancing technologies and their direct applications to online and face-to-face learning contexts are explored as means to engaging millennials more in adult learning endeavors. Best practices in employing technologies in the classroom, such as promoting interactivity and social presence through blogs and YouTube, are highlighted in online contexts and through course design. How technology impacts those who have not had exposure to technology is explored as well.

Designing for Social Connectivity (Not Everyone Likes Webcams)

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
William P Lord
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Host Institution ◽  
Face To Face ◽  
Online Technologies ◽  
Potential Benefits ◽  
Complex Solutions ◽  
To Come

COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.

Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

The Gamification of Code

2022 ◽  
pp. 838-863
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Sheri Conklin ◽  
Amy Garrett Dikkers
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Social Presence ◽  
Time Frame ◽  
Online Course ◽  
Online Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Format

During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation. 

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2010 ◽  
Vol 1 (3) ◽  
pp. 15-31 ◽  
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

A Case Study of a Blended Doctoral Program in Educational Technology

2011 ◽  
pp. 173-189 ◽  
Author(s):  
Michele Jacobsen
Keyword(s):  
Educational Technology ◽  
Doctoral Students ◽  
Virtual Worlds ◽  
Course Design ◽  
Doctoral Program ◽  
First Century ◽  
Face To Face ◽  
Hands On ◽  
Face To Face Learning

Educational technology is a hands-on, minds-on discipline that emphasizes knowing and doing. In this field, doctoral education needs to reflect digital and communication realities in the twenty-first century. In this case study, a blended learning approach to graduate education in educational technology is explored from the perspective of the author’s own classroom. The course design and blended delivery of an Advanced Concepts in Educational Technology seminar is described in detail. Active learning opportunities, using wikis, blogs, avatars and virtual worlds, learning managements systems, email, and face-to-face learning experiences engaged doctoral students in the collaborative investigation and critique of educational technology trends and research ideas. Doctoral students investigated their emerging digital lives as scholars and developed a personal cyberinfrastructure that they can continue to build, modify, and extend throughout their educational technology careers.

Turning Digital Natives from Consumers of Digital Products to Producers of Knowledge

2016 ◽  
pp. 21-45
Author(s):  
Antonios S. Andreatos
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
Digital Natives ◽  
Open Educational Resources ◽  
Portable Devices ◽  
Collective Knowledge ◽  
Digital Products ◽  
Face To Face ◽  
Face To Face Learning ◽  
Set Up

The aim of this chapter is to examine ways to convert digital natives from consumers of digital products to producers of collective knowledge. At first, the 21st century skills and knowledge creation in modern societies are discussed. These set up new objectives for modern education. Then, some active learning methods and resources to help educators achieve these objectives will be presented. These, include: the use of Web 2.0-based tools, media and applications; the use modern portable devices and the possibilities they offer in learning; the use of Open Educational Resources (OER) and MOOCs in education; the use of multiple Free and Open Source Software (FOSS) products in education; the use of blended learning settings in a face-to-face learning environment. Three case studies and several examples are provided to illustrate the proposed methods and resources. Finally, this chapter aims at helping teachers educate digital natives by designing appropriate pedagogical and educational scenarios in order to engage the digital natives in knowledge production.

The Gamification of Code

2020 ◽  
pp. 88-113
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

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