The Experiences of Adult Education Instructors Adapting to the Online Teaching and Learning Environment (original) (raw)

Meeting the Needs of Adult Learners in Distance Education

This paper explores seven journal articles that focus on higher educational institutions, their ability to meet the educational needs of adult learners (aged 25 and older), and the obstacles and benefits adult learners face in the twenty-first century. By identifying the needs of adult learners, both colleges and universities face ever-changing challenges of pre-existing demands on this genre of students. Family and employment, coupled with the technological demands of online learning (distance education) is at the forefront of the minds of the learner. Exploring the theories of Paas, Renkl, and Sweller (2003), and the asymmetrical relationship of intrinsic, extraneous, and germane cognitive load to learning patterns help course designers develop online learning programs, which maximize the educational value for adult learners. Review of research findings provides insight and gives guidance to help adult students achieve success in online courses and distance learning environments. Review of the role of higher educational institutions and the educators’ relationship to students in online environments provide the basis to support conclusions in this paper.

A Conceptual Model for Meeting the Needs of Adult Learners in Distance Education

Springer International Publishing eBooks, 2022

More than 40% of undergraduate students are 24 years of age or older [1], and over half of these students are enrolled in distance education [2]. Yet, adults do not fare as well as traditional-aged college students who are four times as likely to graduate [3]. Understanding the needs of the adult learner in distance education is important for improving their experience and outcomes. By combining cognitive, social, and emotional factors, sensitive to the impact of context, we can develop programming that meets the needs of the whole learner. Drawing from the science of learning, I will outline the components of my conceptual model for meeting the needs of adult learners in distance education. There is a diverse body of evidencebased instructional practices to support each of the factors in this model, but additional research may show significant interaction effects that may be especially beneficial for adult learners in distance education.

Best practices: A triangulated support approach in transitioning faculty to online teaching. Online Journal of Distance Learning Administration, 8(1). http://www.westga.edu/~distance/ojdla/spring81/covington81.htm Dabner, N. (2006) GradNet: Online communi

2005

The English department at North Carolina State University faced a rapid, large-scale transition of a number of its professional writing courses from traditional classes to online courses. Recognizing that numerous barriers, including unresolved administrative issues, faculty resistance, and lack of training could impede this process, administrators and faculty members collaborated to ensure that appropriate resources, peer support, and adequate professional development were available for the success of this endeavor. This transition became an opportunity for professional development activities and for carefully orchestrated administrative and peer support. As a result, twenty of forty-two professional writing classes were delivered online in the fall of 2004, and twenty of forty classes are being delivered in spring 2005.

Adult Instruction and Online Learning

Distance education and Internet-centered learning have been moving at break neck speed in the past two decades. Yet research specifically geared to offer assistance to practitioners who are involved in the new instructional paradigm has not been forthcoming. It is thus clear that there is need for a discerning and actionable framework that can serve as a guide in Internet-oriented adult instruction. This paper introduces and develops the Internet-centric Adult Instruction (IcAI), framework a theoretically-grounded approach to plan, design, or evaluate adult-oriented online courses and curricula. A focus is placed on learner, facilitator, and system processes in IcAI. The framework allows emphasis to be placed on specific local factors involved in amplifying or impeding learning gains within the particular educational context. Learning events and orientations concerned within and across each leg of the instructional triad of IcAI are also supported by the framework. Results from an expert review and a detailed analysis of IcAI indicate that the framework offers a balanced approach for use in the development of adult-oriented online instruction. In addition, the inferences drawn from the study strengthen the understanding that it is critical to have a systematic analytical approach in the management and evaluation of Internet-based instruction for adult learners. Finally, the insights uncovered via the IcAI study highlight the importance of using theoretically-grounded approaches in the development and roll-out of instruction tailored for any educational context.

Leading Online Learning Initiatives in Adult Education

2010

Adult learners often face barriers to participation in traditional classroom instruction. As technology access grows and adults naturally incorporate technology into their daily lives, adult education programs are finding innovative ways to blend technology with instruction through quality online learning opportunities. This article highlights the tips, strategies, and best practices learned from the deployment of GED-i, a nationally recognized online GED test preparation curriculum developed at the Center for the Application of Information Technologies at Western Illinois University. However, the procedures presented are applicable to all online/distance learning options and are based on solid administrative leadership strategies such as determining benchmarks, establishing and communicating clear processes and procedures, and setting professional development goals. Introduction GED Program Coordinators struggle each year to accommodate the diverse needs of adult learners seeking t...

Research Notes ~ Role of Delivery, Course Design and Teacher-Student Interaction: Observations of Adult Distance Education and Traditional On-Campus Education

International Review of Research in Open and Distance Learning

This paper provides readers with an observation of an adult distance education programme, which took place in Malaysia. These observations are presented in terms of: study mode, course design, and interaction between three distinct student groups, and their teachers. Other factors that influence adult distance learning melded with traditional classroom settings were also observed. These factors included the demographics of distance learning students, type and nature of student-to-student and teacher-to-student interaction, students’ employment, prior employment, and the subject studied. Our observation suggest that appropriate distance education design, coupled with hybrid opportunities for interaction among students engaged in distance and traditional on-campus modalities, optimise the learning experience of students engaged in both types of learning. Our observations also indicate that factors such as Web-based course design, students’ previous technical competencies and employmen...

Faculty lived experiences in the online environment

Adult Education Quarterly, 2006

This phenomenotogicat study investigated the meaning of the ontine teaching experience of coltege faculty when there was an absence of physical presence. Findings show that the online experience brings new dimensions to the teaching practice when there is an absence of physical presence: (a) The tength and depth of engagement during the delivery ofthe course differs from face-to-face teaching and (b) the experience is rewarding in new ways. Practical imptications are suggested for adult education related to teaching improvement and instructional design.