The Online Adult Learner

While the online adult learners are growing in numbers, the diversity in what motivates them and what they expect from an online course has grown as well. This chapter explores the current literature as well as qualitative and quantitative data from course surveys and student reflections in online courses taught by the author in an attempt to profile these learners, determine why they are taking online courses and investigate their evolving attitudes toward technology. It includes summaries and student quotes to portray the individual thoughts of online adult learners.

Methods and Methodology

This study reviews the innovative programme developed in 2004 between the Work-Based Learning unit in the School of Education at Queen’s University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based Learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based Learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers.

Using Meta-Analysis as a Research Tool in Making Educational and Organizational Decisions

This chapter explores the viability of meta-analysis as a research tool for helping career and technical educational and organizational professionals make decisions. Following many of the same steps involved in the basic research process, meta-analysis provides a means for reconciling contradictory quantitative results from multiple studies, thereby generating a conclusive answer. However, meta-analysis is subject to many forms of bias and can pose practical problems. Meta-analysis has been used to study many issues in administration and management. From this chapter, educational and organizational professionals can determine if it is an appropriate tool to help them make decisions about specific challenges that they face.

A Cross Sample Analysis

There are different methods to examine the predictive validity of an instrument. In this chapter, the author presents a method of validation—cross sample analysis, using a study as an example. This study demonstrates the procedures to determine whether a technology attitude instrument can predict student technology learning achievement consistently across four featured samples, with the data from two universities over a nine-year period. A base-model of prediction is first developed and then tested. The predictive validity of the instrument is confirmed by the model testing results that no significant differences exist between the means of the predicted and observed learning achievement scores in each featured sample group. Background knowledge and other relevant methods of validation are also reviewed in this chapter.

A Wiki on the Teaching of Business Administration

The European Credit Transfer System establishes a calculation based on the work students do, rather than direct teaching hours as is the case with the current credit system. These are known as ECTS credits and they represent the amount of work the student needs to do to pass a subject. In short, ECTS credits are the quantity of work needed to learn a subject, including theory, practical classes, seminars, exams as well as anything the student has done individually which can be evaluated. This is where a Wiki would provide a new space for students, where they could and should introduce information on matters related to the subject, as well as edit, correct, expand and improve etc. the already existing information. This information, which would be a collection of web pages in hypertext, would make it possible to create a computer application based on the collaborative work of the students which can be accessed by any student from any Internet connection. At the same time, it can be assessed and therefore form part of the student’s final grade for the subject. The aim of this chapter is to show the methodology which will enable a Wiki to be used for professional learning. Therefore, first the authors define what a Wiki is; second they discuss the Wiki as a collaborative teaching instrument; and third they deal with Wikis as a tool for educational assessment.

Career and Technical Education in Light of the No Child Left Behind Legislation

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core academic content areas, the CTE community has desired to understand its impact on CTE programs. Based on a review of the recent literature on NCLB and CTE, this chapter examines the primary NCLB legislation provisions, presents the issues and challenges that have manifested as a result of the enactment of NCLB, investigates its impact on CTE, and assesses the coordination of NCLB and the new Carl D. Perkins Career and Technical Education Improvement Act of 2006. This chapter concludes with solutions and recommendations for further research.

Understanding the Online Learner

The expansion of distance education programs has allowed institutions of higher education to be successful in their collective mission to make educational programs more accessible to adults who normally would not have that access. Indeed, online learning has brought education to the people. Access to school is now as simple as logging on to the Internet in the privacy of one’s own home. Who are these students taking courses online? Why are they in online courses versus traditional classrooms? What is different about them, about their situations, and their expectations? Why are some online learners successful and others not? Why do some online learners continue to work through programs while others drop out? For online learning programs to be successful in the long term, it is important to have a thorough understanding of the online learner. This chapter examines the adult online learner in higher education.

Self-Assessment in Building Online Communities of Learning

The incorporation of self-assessment techniques and opportunities within the online learning process can enhance student learning and support the development of self-directed learners. Formative assessment (evaluation of learning in process) enables students to take ownership of their learning and to also evaluate their learning in relationship to required course goals and objectives. Formative assessment use within online learning communities works to create strong communities of practice (student learning in relationship with peers); a constructivist orientation towards learning. Accountability for learning in conjunction with peers can support and advance student learning experiences, encourage active engagement, and provide authentic experiences that advance students’ understanding of their own developmental framework and the transformative nature of learning theories.

CTE Distance E-Learning Application

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

An Integrated Evaluation Approach for E-Learning Systems in Career and Technical Education

As E-learning is gaining popularity in higher education, its evaluation becomes more critical than ever, to ensure the achievement of intended learning outcome. The effectiveness of E-learning system evaluation under current practices, however, remains questionable. One reason for such uncertainty is the lack of direct measurement while learning occurs since most evaluation data is collected after the learning process. Thus this chapter proposes an integrated evaluation approach for E-learning systems based on Cognitive Load Theory and grounded in the 4C/ID-model. Both direct and indirect measurements will be deployed in the integrated approach in the context of cognitive load. Furthermore all evaluation data can be translated into practical E-learning design solutions by triangulating with the 4C/ID-model. This chapter also suggests that future evaluation framework on E-learning should include factors from attitudinal and social aspects of learning process.