Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

2017 ◽  
pp. 1-16
Author(s):  
Curtis L. Todd ◽  
Kokila Ravi ◽  
Harry A. Akoh ◽  
Vance Gray
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Student Satisfaction ◽  
Course Design ◽  
Adult Learner ◽  
Learning Paradigm ◽  
Program Coordinators ◽  
New Learning ◽  
Market Trends

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

2021 ◽  
pp. 1101-1116
Author(s):  
Curtis L. Todd ◽  
Kokila Ravi ◽  
Harry A. Akoh ◽  
Vance Gray
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Student Satisfaction ◽  
Course Design ◽  
Adult Learner ◽  
Learning Paradigm ◽  
Program Coordinators ◽  
New Learning ◽  
Market Trends

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

Introduction to Online Learning and the Adult Learner

2018 ◽  
pp. 172-182
Author(s):  
Rosana Stan ◽  
Éva Kállay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Process ◽  
Course Design ◽  
Adult Learner ◽  
Practical Implication ◽  
Digital Natives ◽  
Digital Immigrants ◽  
Web Technologies ◽  
Advantages And Disadvantages

Web technologies are changing old patterns of learning. Online learning is simultaneously a tool and a challenge in improving our learning process because working online is a fundamental competence for today's society. Rethinking needs and course design for online learning to be applied to all subjects at all levels (digital natives and digital immigrants as well) is, maybe, the biggest challenge in education. It is necessary to give teachers adequate training to teach using technologies in a way that supports specific pedagogical mode. Online learning for adult learners has both advantages and disadvantages. Research into online learning is an emerging field and all of this information has practical implication for design and tutoring online activities in the case of adult learners.

Introduction to Online Learning and the Adult Learner

2021 ◽  
pp. 76-87
Author(s):  
Rosana Stan ◽  
Éva Kállay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Process ◽  
Course Design ◽  
Adult Learner ◽  
Practical Implication ◽  
Digital Natives ◽  
Digital Immigrants ◽  
Web Technologies ◽  
Advantages And Disadvantages

Web technologies are changing old patterns of learning. Online learning is simultaneously a tool and a challenge in improving our learning process because working online is a fundamental competence for today's society. Rethinking needs and course design for online learning to be applied to all subjects at all levels (digital natives and digital immigrants as well) is, maybe, the biggest challenge in education. It is necessary to give teachers adequate training to teach using technologies in a way that supports specific pedagogical mode. Online learning for adult learners has both advantages and disadvantages. Research into online learning is an emerging field and all of this information has practical implication for design and tutoring online activities in the case of adult learners.

scholarly journals Adult Learning and the Advantages of the Online Learning Experience

2018 ◽  
Vol 2 (2) ◽  
pp. 31-36
Author(s):  
Stephanie Hoon ◽  
Penny Wilkins
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Adult Learner ◽  
Learning Experience ◽  
Educational Experience ◽  
Constructivist Approach

This paper discusses several benefits of the online educational experience, specifically as it pertains to the adult learner. The paper focuses on the aspects of collaboration, flexibility, and cultural opportunities. The work concludes that online education is ideal for adult learners because of the aspects of collaboration, flexibility, and diversity it provides utilizing the constructivist approach.

scholarly journals The Systematic Implementation of an Innovative Postgraduate Online Learning Model in the Middle East

2021 ◽  
Vol 20 (8) ◽  
pp. 139-159
Author(s):  
Nessrin Shaya ◽  
Laila Mohebi
Keyword(s):  
Online Learning ◽  
Middle East ◽  
Online Education ◽  
Student Satisfaction ◽  
Course Design ◽  
Learning Model ◽  
Arab Countries ◽  
Perceived Learning ◽  
Senior Managers ◽  
Major Factors

This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed.

Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective

2017 ◽  
Vol 29 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Kathy D. Lohr ◽  
Karen J. Haley
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Learning Community ◽  
Social Presence ◽  
Course Design ◽  
Graduate Course ◽  
Online Learning Community ◽  
Online Higher Education ◽  
Community Recommendations

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice.

Basic Andragogy-Oriented Strategies and Communication in Online Education

2020 ◽  
Vol 26 (2) ◽  
pp. 350-356
Author(s):  
Anca Sîrbu
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Social Status ◽  
Rapid Onset ◽  
Learning Goals ◽  
The Novel ◽  
Academic Education ◽  
Online Instructors ◽  
New Methods ◽  
The World

AbstractWith the rapid onset of an unprecedented lifestyle due to the new coronavirus COVID-19 the world academic scene was forced to reform and adapt to the novel circumstances. Although online education cannot be regarded as a groundbreaking endeavour anymore in the21st century, its current character of exclusivity calls for deeper understanding of, and a sharper focus on the “end-consumer” thereof as well as more cautious procedures to be exercised while teaching. While millennials are no longer thought of as being born with a silver spoon in their mouth but with an iPad or any sort of device in their hand (irrespective of their social status), adults are more hesitant when coerced to alter course unexpectedly and turn to new methods of attaining their learning goals. This is why proper communicative approaches need to be thoroughly considered by online instructors. This article aims at presenting teachers with a set of strategies to employ when the beneficiaries of online academic education are adult learners.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

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