Applying Andragogy to Backward Design to Support Adult Learners

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?

Characterization of Online Learners or Students in Namibia

The purpose of this chapter is to present the characteristics of online learners or students in the Global South and specifically in Namibia. The characteristics were identified by using an autobiographical narrative enquiry of over 17 years of teaching experience in the field of distance education, secondary school teaching, university teaching, and online facilitation. The chapter presents four key characteristics of online learners or students that are likely to be found in the Global South. These characteristics should be taken into consideration before a final decision as to whether use online learning, blended learning, or offline learning. These are technologically-endowed (TE) student/learner, moderate technologically-exposed (MTE) student/learner, severe technologically disadvantaged (STD) student/learner, and acute technologically marginalized (ATM) student/learner. The chapter proposes that a rubric with grading criteria should be developed so that at the end the institution will be able to tell how many students/learners fall under each category.

Old Paradigms, New Learners

The chapter will be divided into three sections. The first section provides a brief look at the history and inception of online degree programs, supporting technology, learning platforms, and the early demographics of the typical online degree seeking student. The second section will address the changing online degree student demographics of the past five years, organizational expectations of graduating students, and the stagnant online learning model that is less than effective in student skills acquisition and knowledge retention. The third will address the COVID-19 effect on online learning, degree-student demographics, the cultural shifts that are emerging in the student population, and the need for new interactive online models to engage the student. This section will also address the need for new models of online training for faculty to provide a quality educational environment for the online student. The chapter will close with assumptions about the future of online degree programs.

Critical Success Factors and Methods to Increase Persistence for Non-Traditional Online Students

With changes in technology, the needs and expectations of learners, and a number of environmental factors, enrollment in online courses continues to increase. Additionally, with the onset of the COVID-19 pandemic, institutions have recognized the importance of having a learning management system in place, online courses that provide academic rigor comparable to classroom-based courses, and instructors who are trained and prepared to teach in a virtual environment. It is equally important to ensure that students who are planning to participate in online learning possess characteristics that will allow them to be successful. A student who does not possess these characteristics can still become an online learner but may require additional support or resources to encourage success and persistence. This chapter discusses the success factors for online traditional and nontraditional students and the differences that exist among the success factors for each group as well as solutions and recommendations for higher education institutions to encourage persistence.

Use Technology to Engage Students and Create a Stronger Instructor Presence

Technology and design can have a direct impact on instructor presence and the student experience. Technology tools are what allow us to create a strong instructor presence in the online environment. A strong instructor presence helps curtail student attrition and combats feelings of isolation reported by many online students. Instructor presence contains three specific types: social, cognitive, and teaching presence. Technology tools are available to facilitate each type to make a strong overall instructor presence. It is critical to design for instructor presence and support and train instructors to use the tools chosen to create a strong instructor presence. This chapter outlines the importance of creating a strong instructor presence and LAPU-integrated instructor presence into course design.

Use Andragogy and Technology to Facilitate a Greater Sense of Connectedness for Online Students

The use of andragogy and technology helps non-traditional adult students create a greater sense of connectedness within online courses and programs. When students feel a greater sense of connectedness, they tend to have higher academic efficacy and are more likely to complete their degree programs. Technology is continuously evolving. When we embrace technology's evolution and anchor its use to andragogical principles, we create courses and learning experiences that foster a more profound sense of connectedness for our online learners. Hanshaw, Helm-Stevens, and Lopez found that utilizing technology and a student-centered approach increased a student's sense of connectedness and intrinsic motivation to learn. The use of technology in the online classroom has to evolve to match our non-traditional learners' expectations. This chapter will explore the use of technology and the application of andragogical principles to create a learning environment where non-traditional adult learners thrive.

Postsecondary Program Design for Adult Learners

The purpose of this chapter is to explore the current body of literature surrounding program design to provide administrators and faculty with guidance and best practices for designing programs to support success for all students. As the national landscape of postsecondary education continues to include a substantial population of adult and non-traditional students, understanding these learners' needs is essential to designing programs that will support learner success. In the most straightforward definition, a program is a set of activities gathered for a specific purpose or outcome. Within postsecondary education, design begins with the program mission articulating the theoretical framework that provides the foundation of the program. Shaped by accreditation and regulatory requirements, the program mission drives the definition of the program outcomes, curriculum and instruction, program policy, and delivery method. Beyond the intersection of non-traditional and adult learning needs, the literature identified implications for the process of program design.

The Adult Student/Consumer Model

In past generations, a bachelor's degree or professional training was enough to prove that an individual was qualified for a job. However, in today's workforce, professionals are continually enhancing their skills through alternate credentials. Adult student/consumers seek alternatives to traditional degrees. This chapter explores the history of adult learners and the economic environments that have shaped their purchasing decisions for continuing education and adult learners' appetites for academic micro-credentials.

The Use of Objectives and Feedback in a Competency-Based Curriculum

The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.

Online Learning for the Adult Learners Using Andragogy

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job.