Online education and adult learning: new frontiers for teaching practices

375 Pages·2010·3.86 MB·English

by  Terry Kidd

Online Education and
Adult Learning:
New Frontiers for
Teaching Practices
Terry Kidd
Texas A&M University, USA
InformatIon scIence reference
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Library of Congress Cataloging-in-Publication Data
Online education and adult learning : new frontiers for teaching practices /
Terry T. Kidd, editor.
p. cm.

Includes bibliographical references and index.
Summary: "This book disseminates current issues and trends emerging in the field of adult e-learning and online instruction"-
-Provided by publisher.
ISBN 978-1-60566-830-7 (hardcover) -- ISBN 978-1-60566-831-4 (ebook) 1. Adult education.--Computer-assisted instruction.
2. Continuing education--Computer-assisted instruction. 3. Internet in education. I. Kidd, Terry T.
LC5219.O55 2010
374'.26--dc22
2009014484
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Table of Contents
Foreword .............................................................................................................................................xvi
Preface ................................................................................................................................................xvii
Section 1
Introducing New Perspectives on Online Learning
Chapter 1
The Online Adult Learner: Profiles and Practices ...................................................................................1
Judith Parker, Teachers College/Columbia University, USA
Chapter 2
Online Pedagogical Effectiveness in Adult Contexts ...........................................................................11
Kathryn Dixon, Curtin University of Technology, Australia
Robert Dixon, Curtin University of Technology, Australia
Chapter 3
A Theoretical Model for Designing Online Education in Support of Lifelong Learning .....................29
Lawrence A. Tomei, Robert Morris University, USA
Chapter 4
A Brief History of eLearning ................................................................................................................46
Terry T. Kidd, Texas A&M University, USA
Chapter 5
Online Learning: A Transforming Educational Environment for Adults in Higher Education ............54
Patsy D. Moskal, University of Central Florida, USA
Charles Dziuban, University of Central Florida, USA
Joel Hartman, University of Central Florida, USA
Chapter 6
The Role of Individual Learner Differences and Success in the Online Learning Environments ........69
Jozenia T. Colorado, Emporia State University, USA
Dusti Howell, Emporia State University, USA
Section 2
New Frontiers for Online Teaching and Adult Learning Practices
Chapter 7
Fear Factors: Hidden Challenges to Online Learning for Adults .........................................................81
Patricia Sendall, Merrimack College, USA
Raymond J. Shaw, Merrimack College, USA
Kim Round, Merrimack College, USA
Jane T. Larkin, Merrimack College, USA
Chapter 8
Factors Leading to a Quality E-Learning Experience .........................................................................101
David Lewis, University of Massachusetts Lowell, USA
Edward Chen, University of Massachusetts Lowell, USA
Chapter 9
Anytime/Anywhere Online Learning: Does It Remove Barriers for Adult Learners? .......................115
Terry A. Morris, Harper College, USA
Chapter 10
The Evolution and Influence of Social Presence Theory on Online Learning....................................124
Patrick R. Lowenthal, University of Colorado Denver, USA
Chapter 11
Pedagogical Mediator as the Strategic Competence at University Professors
Building in Constructionist Online Environment ...............................................................................140
Flávia Amaral Rezende, Art Institute of Campinas University (UNICAMP), Brazil
Chapter 12
The Paradigm Shift for Adult Education: From Educational Slavery to Learning
Freedom of Human Brain with Synaptic Learning .............................................................................150
Nishikant Sonwalkar, USDLA and Sonwalkar Consulting Group, USA
Chapter 13
Empowering the Culture of Quality Research within Ethical Standards in Distance Education .......164
J.O. Osiki, National University of Lesotho, Lesotho
Chapter 14
Developing Social Skills through an On-line Learning Environment: A Qualitative Study ..............183
Niki Phillips, Hellenic Open University, Greece and Bank of Cyprus, Greece
Marianthi Karatza, Bank of Cyprus, Greece
Argiris Tzikopoulos, Agricultural University of Athens, Greece
Chapter 15
Mixed Research and Online Learning: Strategies for Improvement ..................................................202
Patrick R. Lowenthal, University of Colorado Denver, USA
Nancy L. Leech, University of Colorado Denver, USA
Chapter 16
Digital Games for Online Adult Education: Trends and Issues ..........................................................212
Muhammet Demirbilek, Suleyman Demirel University, Turkey
Section 3
Case Studies of Online Learning
Chapter 17
Applying Distance Learning and Structural/Pedagogical Methods to an Adult
Learner Program: The Case of Global Business Management ...........................................................224
Jeffrey Hsu, Fairleigh Dickinson University, USA
Karin Hamilton, Fairleigh Dickinson University, USA
Chapter 18
A Costume Odyssey a.k.a. Teaching Costume History in a 21st Century Classroom .........................237
Claremarie Verheyen, University of Houston, USA
Youmei Liu, University of Houston, USA
Chapter 19
Project Management for Project-Based Learning: A Case Study of Course
Projects with Small Virtual Instructional Design Teams ....................................................................247
Shahron Williams van Rooij, George Mason University, USA
Chapter 20
Perspectives of Online Doctoral Students in Educational Leadership ................................................264
Vicky Gilpin, Richland Community College and Cerro Gordo High School, USA
Chapter 21
Impact of E-Learning on Adult Education: A Changing Postmodern Approach ................................273
Royce Ann Collins, Kansas State University, USA
Jeff Zacharakis, Kansas State University, USA
Chapter 22
Nontraditional Students and Information Technology: The Siren Call of the Virtual
Classroom and its Impact on Progressive Educational Ideals ............................................................284
Xenia Coulter, SUNY Empire State College, USA
Alan Mandell, SUNY Empire State College, USA
Compilation of References ...............................................................................................................305
About the Contributors ....................................................................................................................342
Index ...................................................................................................................................................349
Detailed Table of Contents
Foreword .............................................................................................................................................xvi
Preface ................................................................................................................................................xvii
Section 1
Introducing New Perspectives on Online Learning
Section one introduces the audience to the historical developments of online learning within the
educational and business context. With more than thirty years of research on the subject of online learning,
this section will further present how advances in information and communication technology as well as
new techniques for teaching have given new perspectives for teaching in the online environments. This
section is well versed with strategies, models, and tools to help manage and sustain an online learning
environment for the adult learner.
Chapter 1
The Online Adult Learner: Profiles and Practices ...................................................................................1
Judith Parker, Teachers College/Columbia University, USA
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 paper 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.
Chapter 2
Online Pedagogical Effectiveness in Adult Contexts ...........................................................................11
Kathryn Dixon, Curtin University of Technology, Australia
Robert Dixon, Curtin University of Technology, Australia
A longitudinal study of students in the Training and Development program at Curtin University of
Technology has been undertaken in an attempt to develop a framework which describes the dimensions
of pedagogical effectiveness in online teaching and learning. The research began in 2004, and data
have been collected from the sample group of students in the program from 2004–2007. As a result of
Analysis and review of the findings, theOnline Pedagogical Effectiveness Framework (OPEF) emerged
incrementally. The new framework challenges the traditional importance placed on the centrality of
teaching skills and the need for student interaction in online teaching and learning, which according to
this study, diminished over time. This has ramifications for the interchangeability of the roles of teacher,
learner, and instructional designer peers and colleagues.
Chapter 3
A Theoretical Model for Designing Online Education in Support of Lifelong Learning .....................29
Lawrence A. Tomei, Robert Morris University, USA
The escalating infusion of online education to promote lifelong learning has triggered a re-examination
of teaching and learning not witnessed since perhaps the advent of the printed text book. Text books
changed the landscape of individualized learning as professors added reading to their inventory of in-
structional strategies. Today, distance education, in all its manifestations from programmed instruction
to Web-based courses, requires instructors to employ new strategies in course design and delivery in
order to engage students and promote learner-centered activities. The rapid growth of distance education
(especially for the adult learner) serves to challenge traditional methodologies in which education is
designed, delivered, and assessed. This chapter introduces a new model for designing instruction using
this state-of-the-art venue; an archetype for effective instructional design for lifelong learning.
Chapter 4
A Brief History of eLearning ................................................................................................................46
Terry T. Kidd, Texas A&M University, USA
The purpose of this chapter is to explore prior research associated with the history of eLearning. While
issues related to the eLearning, technology and innovation adoption, the online environment, the role of
faculty in online environments, and preparing faculty for online instruction are important, it is prudent
to examine the history of this innovation in order to chart the future of such practices.
Chapter 5
Online Learning: A Transforming Educational Environment for Adults in Higher Education ............54
Patsy D. Moskal, University of Central Florida, USA
Charles Dziuban, University of Central Florida, USA
Joel Hartman, University of Central Florida, USA
The authors describe the distributed learning program (Online@UCF) at the University of Central
Florida (UCF) that serves a number of adult learners. They present outcomes from several years of
research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online
courses. Paradoxically, most educators in online learning focus on millennial generation students, their
learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that on-
line education resonates with adult students because it responds to their lifestyle needs, provides more
active learning environments, and empowers their learning beyond classroom boundaries. This chapter
examines the strategic elements required for successful adult online programs and explores components
of online student satisfaction. The authors conclude by considering the opportunities and challenges for
adults in online distance education.
Chapter 6
The Role of Individual Learner Differences and Success in the Online Learning Environments ........69
Jozenia T. Colorado, Emporia State University, USA
Dusti Howell, Emporia State University, USA
“Education over the Internet will be the next big killer application,” says John Chambers, President
and CEO of Cisco Systems. He also states that online learning will be much bigger than the last killer
application of the Internet e-mail (Friedman, 1999). The recent surge in online learning has opened up
the eyes of many educators to the growing possibilities of online learning and teaching. As these on-
line offerings continue to grow, the educational impact will have far reaching implications for schools,
teachers and students. In order to better understand the effectiveness of the online environment as an
instructional delivery medium, research needs to be conducted focusing on factors that contribute to the
effectiveness of the learning environment. In particular, individual learner differences are an important
variable when evaluating online learning success. This chapter will discuss various individual learner
differences and how they relate to student success in the online learning environment.
Section 2
New Frontiers for Online Teaching and Adult Learning Practices
As information and communication technologies become ubiquitous, new challenges and opportunities
present themselves to the adult learner. Now in the 21st century and with decades of research, Section
2 presents new and innovative solutions to the challenges and opportunities presented for online adult
learners. This section is complete with first hand testimonies, strategies, and guides to help the reader
understand this new frontier of learning.
Chapter 7
Fear Factors: Hidden Challenges to Online Learning for Adults .........................................................81
Patricia Sendall, Merrimack College, USA
Raymond J. Shaw, Merrimack College, USA
Kim Round, Merrimack College, USA
Jane T. Larkin, Merrimack College, USA
The purpose of this chapter is: (1) to examine the interrelationship between andragogy and online learn-
ing; (2) to uncover the hidden challenges to successful online learning for non-traditional students; and
(3) to uncover hidden challenges in faculty adoption of online instruction. The authors believe that fear
is often the biggest factor which can present itself in a variety of ways. A study was conducted to iden-
tify those hidden challenges facing students and faculty who choose not to take or teach online courses.
This study identifies how institutions can support students and faculty who desire to take or teach online
courses. This study also discusses how online learning is aligned with andragogy , which traditionally
leverages learners’ experience, independence, and interaction (Gibbons & Wentworth, 2001).