Baby Boomers and Online Learning

2019 ◽  
pp. 271-290 ◽  
Author(s):  
Malaika T. Edwards ◽  
Petra A. Robinson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
Labor Force ◽  
Learning Strategies ◽  
Baby Boomers ◽  
Older Workers ◽  
Graduate Studies ◽  
Initial Separation ◽  
Force Increase

There continues to be a significant increase in the number of post retirement employees (i.e., baby boomers/older workers) in the workforce, either having remained in the organization after retirement or having returned to the workforce in different capacities for varying reasons after their initial separation. A resulting accompaniment to this labor force increase is the increase in the number of boomers who will seek higher education to equip themselves with the skills needed to remain competitive in the workplace. With the advent of online learning, however, the higher education landscape is different from when baby boomers first attended college. This chapter explores the experiences of baby boomers who are pursing graduate studies in an online environment and will discuss appropriate learning strategies for baby boomers to facilitate academic success for this group of learners.

Baby Boomers and Online Learning

2020 ◽  
pp. 48-74 ◽  
Author(s):  
Malaika T. Edwards ◽  
Petra A. Robinson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
Labor Force ◽  
Learning Strategies ◽  
Baby Boomers ◽  
Older Workers ◽  
Graduate Studies ◽  
Initial Separation ◽  
Force Increase

There continues to be a significant increase in the number of post retirement employees (i.e., baby boomers/older workers) in the workforce, either having remained in the organization after retirement or having returned to the workforce in different capacities for varying reasons after their initial separation. A resulting accompaniment to this labor force increase is the increase in the number of boomers who will seek higher education to equip themselves with the skills needed to remain competitive in the workplace. With the advent of online learning, however, the higher education landscape is different from when baby boomers first attended college. This chapter explores the experiences of baby boomers who are pursing graduate studies in an online environment and will discuss appropriate learning strategies for baby boomers to facilitate academic success for this group of learners.

scholarly journals Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13055
Author(s):  
Halima Ahmed Omar ◽  
Eqlima Mohamad Ali ◽  
Shashidhar Belbase
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Graduate Studies ◽  
Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

Student's Psychological Factors and Metacognitive Skills in Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Adela Moraru
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Metacognitive Skills ◽  
Cross Sectional ◽  
Psychological Conditions ◽  
Knowledge Based ◽  
Control Functions ◽  
Theoretical Perspectives ◽  
Information Dynamic

Metacognitive skills are a fundamental condition for the academic success of contemporary higher education students living in a knowledge-based society with abundant information, dynamic changes, and instant communication technologies. Although a student might have these skills in their repertoire, there are particular factors that might influence applying them during learning process, like: intrinsic motivation for the task, deeper processing learning strategies or having high executive control functions. The present chapter focuses on a few relevant psychological conditions of the student that might influence usage of metacognitive skills during learning in higher education. The author uses an interdisciplinary conceptual lens that brings together constructs from different theoretical perspectives in cognitive and educational psychology. A cross-sectional study was conducted to test the correlations and predictive power of the following constructs: learning strategies, motivation and executive functions on metacognitive skills, using a sample of 135 Romanian students.

scholarly journals A case study of an adult learner with ASD and ADHD in an undergraduate online learning environment

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
Christopher A Meyers ◽  
Richard G Bagnall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Older Workers ◽  
Adult Learner ◽  
Autism Spectrum ◽  
Online Learning Environment ◽  
Learning Needs ◽  
Hyperactivity Disorder

<p>The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified – navigational, contextual, and procedural – each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner’s online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education.</p>

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

scholarly journals INVESTIGATION INTO ONLINE LEARNING READINESS OF HIGHER EDUCATION STUDENTS DURING COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 24-39
Author(s):  
Necati TAŞKIN ◽  
Kerem ERZURUMLU
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
Education Students ◽  
Learning Readiness ◽  
Grade Point ◽  
Smart Mobile Phone ◽  
High Level ◽  
Smart Mobile ◽  
Online Learning Readiness

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One-factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.

scholarly journals Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

2021 ◽  
pp. 1-15
Author(s):  
Nouf Aljohani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Systems ◽  
Educational Institutions ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Integrate Technology ◽  
The Impact

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

scholarly journals Educational Engineering for Models of Academic Success in Thai Universities During the COVID-19 Pandemic: Learning Strategies for Lifelong Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 96
Author(s):  
Wongpanya Nuankaew ◽  
Pratya Nuankaew
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Academic Achievement ◽  
Academic Success ◽  
Learning Strategies ◽  
Online Teaching ◽  
Virus Disease ◽  
Educational Engineering ◽  
Learning Management ◽  
Academic Year

The Coronavirus epidemic 2019 has a serious impact on the education system of Thailand. Therefore, the research aims (1) to study and compare the academic achievement of higher education students affected by the situation of Corona Virus Disease 2019 (COVID-19) epidemic, (2) to construct an academic achievement model with educational engineering technology to support the learning management process of higher education institutions, and (3) to evaluate the academic achievement model. The research approaches were carried out according to the theory of data mining development using the CRISP-DM methodology (Cross-Industry Standard Process for Data Mining). The data collection was divided into two main parts according to the educational situation. The first part is a normal situation with data collected from 506 students form four courses during the second semester in the academic year of 2019. On the other hand, the second part is an abnormal situation with data collected from 475 students from four courses during the first semester in the academic year of 2020. From the research results and findings, the researchers believe that both of the traditional and online teaching and learning management enabled learners to make an academic achievement. It is imperative that the teacher is aware of the learner’s importance to graduate on time. For the future, the researcher needs to present the findings to the stakeholders in order to prepare for the unexpected situation.

scholarly journals University Students’ Perception on The Implementation of Online Learning During The Covid-19

2021 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
M Nurul Ikhsan Saleh ◽  
Ratna Sari ◽  
Puji Alim
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Additional Time ◽  
Technical Problems ◽  
Face To Face ◽  
Constructive Feedback ◽  
Face To Face Learning ◽  
Interesting Learning

The spread of the Coronavirus disease (COVID-19) pandemic in many countries around the world has changed the learning-teaching process in higher education sectors from face-to-face learning to online learning. This study aims to understand undergraduate students’ views on the implementation of online learning during the COVID-19 pandemic. This research was conducted on 4th to 8th-semester students at the Islamic higher education, Universitas Islam Indonesia, using a qualitative case study. Findings of the study have consisted of three broad themes; firstly, the advantages of online learning: increasing technological literacy, flexibility in learning, improving self-ability, being financially efficient, and supported various learning media; secondly, the weaknesses of online learning: heavy tasks, less effective and decreased enthusiasm, little control from the lecturers, and technical problems; thirdly, constructive feedback on the implementation of online learning: the creation of interesting learning videos, fun learning strategies, holding quizzes, notification of lectures to be multiplied, free internet quota, and additional time for working on assignments. The findings reinforce other studies where the implementation of online learning still requires improvements, particularly during the COVID-19 pandemic. This research can be a reference in policymaking. Further research is needed from the perspectives of lecturers and policymakers to complement the findings.

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