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Running head: INTRODUCING THE ADULT LEARNER AND ONLINE EDUCATION 1

Introducing The Adult Learner and Online Education

Melanie N. Joseph

Post University

Digitally-Mediated Teaching & Learning

EDU520

Michele Herrera

August 16, 2014

INTRODUCING THE ADULT LEARNER AND ONLINE EDUCATION2

Introduction to Learning Activity

The concept of education has always included a building with classrooms, students,

desks and a teacher. However, you might be someone who’s drawn to the notion of taking an

online course. No matter what your perceptions are, the common denomination is learning;

whether it’s in a classroom or online. “There are plenty of myths about online learning, most of

them perpetrated by people who have no experience with online learning or knowledge of the

issues surrounding it” (Novak, 2012). This activity will focus on the adult learner and online

education. The online educational atmosphere is increasingly used by adults and should be

designed based on the needs of adult learners. In addition, the characteristics of adult learners

are examined, such as why adults choose online education over a traditional education, adults

using technology, blackboard use, writing formats, and analyses how these characteristics

influence the online learning environment. One key factor in your success as an online student

is to know and understanding how to use the learning management system known as

Blackboard. For students to feel comfortable, this learning activity will give you a better

understanding on how you can use the computer to watch videos in order to navigate the

blackboard correctly. You can watch the orientation for information on how to log into

Blackboard, navigate through the system, submit assignments, participate in discussion boards,

create blog and journal entries, complete an assessment (also known as an exam, quiz or test),

and check your grades. The expectations for the learning activity to help the adult learner

completely understand the blackboard and how to navigate its components.


Theoretical Framework

Andragogy (Malcolm Knowles) Theory

Knowles’ theory of andragogy is an attempt to develop a theory mainly for adult

education. Knowles stresses that adults are self-directed and must take responsibility for

decisions. Adult learning curriculums must contain the fundamental aspects of learning.

Andragogy states the following assumptions about adult design of learning: (1) Adults learners

need to know why they need to learn something before taking it, (2) Adults need to learn

experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best

when the topic is of immediate value. In realistic terms, andragogy means that the teaching for

adults needs to concentrate more on the method and less on the content being taught.

“Strategies such as case studies, role playing, simulations, and self-evaluation are most useful.

Instructors adopt a role of facilitator or resource rather than lecturer or grader” (Knowles,

1984). Traditional learners tend to take courses without questioning why the course is

important to their education. However, adult learners are motivated by their sense of self-

esteem.

Technology

The nature of human growth and development proposes that learning is continuous, and

the ways in which educators encourage learning need to grow and change along with the needs

of learners. When one commits to the education profession, one has decided to constantly

subject one’s self to change. Educators need to be aware of these changes taking place and

develop programs that will meet the needs of those who are teaching and the students as well.


Education has been affected by the growth and development in technology. This is a positive

thing, because as technology improves education needs to be on the same level. The growth of

technology has impacted society from smartphones to Ipad and the movement is continually

growing. According to Hiltz and Turoff (2005), “Online learning is the latest in a long list of

social technologies that have been introduced to improve distance learning by adding various

augmentations, substitutions, or blending of new pedagogical approaches...” (p. 59).

Technology helps to break down geographical barriers, technology helps student to gain an

education everywhere at any given time. Once most courses are available in digital formats as

well as on campuses, geographic monopolies and barriers that have sustained thousands of

different colleges and universities in the U.S. and around the world will weaken” (Hiltz and

Turoff, 2005, p. 62).

The use of digital technologies for learning supports the education of adult learners.

Technology helps develop new ways of learning for students and ensure that students have the

tools to achieve. Adult learners must be familiar with the foundation of using a laptop or

desktop computer. Since most of the online learning will take place virtually, this basic

essential is necessary in order to have productive learning. Knowing how to use search engines

can help the adult learners to get their research done on any topic. Search engines are web-

based tools that enable users to locate information on the World Wide Web. Many popular

search engines include Google, Yahoo, MSN and Bing. The search engine generates

information and takes you to links to get the information needed. Blackboard is a tool that

allows faculty to add resources for students to access online. Microsoft PowerPoint, Captivate,


video, audio, animation, and other applications are created for students to enhance teaching and

learning efforts. Another important tool that the adult learners need to know is the foundation

of Microsoft Word. Microsoft Word is a programmed usually used for creating documents that

involve a lot of writing. It gives various options to create any type of written document and can

be found in Microsoft Office. Whether you’re just beginning your first course, learning how to

use the blackboard and understanding the process is necessary. Getting familiar with this

process is important to have a successful outcome.

Connecting Theory to Activity

Andragogy is a concept popularized by Malcolm Knowles in his 1970 book, The

Modern Practice of Adult Education. Knowles’ theory of andragogy was an effort to start a

theory to distinguish learning in childhood from learning in adulthood. However, this tern was

not new. “European adult educators had been using it consistently to refer to both the practical

aspects of adult teaching and learning and to the academic study of adult education.” (Keesee,

Gayla, 2012). This simply means that adults taking classes online wants to learn, where as

children are force to learn. Adults taking courses online have a self –concept of working

independently to achieve a common goal. Adult’s taking classes online want the experience to

be simple, easy and they come ready to learn, they are interesting in learning objectives that are

related to their jobs and personal lives. As people mature, their time perspective changes from

gathering knowledge for future use to immediate application of knowledge. As such, adult

learners become more problem-centered rather than subject-centered (Knowles, 1980).

Motivation to learn plays an essential role, adults and online education knows the internal and


external incentives and the desire to achieve an education. Adults are capable of managing and

planning their own online learning by motivated to finishing a class or degree.

Learning Activity

With the rise of online learning, the development of an online orientation program for

new student is important. This program will increase student awareness and help the adult

learner how to use the proper terms when completing classes online. The orientation will

prepare students for academic advising, teach students how to register for class that is

appropriate towards there degree level. And finally familiarize students with the online

learning environment. This will help with the transition from a traditional learning environment

to a digital format. The activity will help the adult learners to determine if they are prepared to

take online classes. Many times online colleges or universities have student take an online

orientation. These orientations are sets of instructions of what the learner should expect online.

This can be small tutorials or videos showing the students how to navigate the school site. With

the online orientation, student will get a feel on how to post to the schools blackboard. The

online orientation will allow the student to navigate the site, post question and how to property

research information for a paper.

Blackboard is a Web-based course management system designed to permit students to

participate in classes delivered online. The blackboard contain teaching materials such as e-

books, course material, discussion boards, online quizzes, exams and grade center. At some

schools the blackboard also allows student to register, check account information, and have an

extensive library. Student will be given an Id and password with the schools blackboard link in


order for them to get access. This activity is intense because since 90% of the course is dealing

with posting activities to the blackboard, students must learn how to post discussions correctly.

Student must be able to login into the blackboard to get access to the course they are taking; by

login in and clicking on the course title. Student will now be able to see a detail listing from

week 1, as to what assignments and discussion needed to be completed. The Blackboard

student tutorial will provide students with "how-to" instructions for the tools most commonly

used tools by the student.

Steps into Login in the Blackboard

The first step in using Blackboard is to learn how to log into the system. Usually the institution

will provide you with the URL, username, and password.

The URL will be found in the student orientation video. Or students can go direly to the

university site.

Navigate to the URL provided by your institution.

1. Type your Username.

2. Type your Password. Passwords are case sensitive.

3. Click Login.

http://www.worwic.edu/Academics/DistanceEducation/StudentTutorial/BbTutorial-login.htm


o Since you are a new user, creating a profile of yourself is important. After

creating your profile, please accept the terms and condition of the blackboard

from the pop-up window. If the student does not agree with the blackboard

terms and conditions they will not gain access to the course.

o The next screen will show you “My blackboard” Screen. This will allow you to

gain access to your courses and all the information needed to complete the

course.

o Students will now be able to navigate the site, the first menu on the left is

announcement. This is communications between the teachers and student

and necessary information the college will release to student.

o Course Menu appears on the left side of the Course. Students current course

will be available on the tools menu by clicking course information.

Discussion Board

The Discussion Board page displays a list of available discussion forums. A forum is an

area where users discuss a topic or a group of related topics. Students can reply to discussion


posting issue by the teacher.

o Within each forum, users can create numerous threads. A thread contains the

initial post and any replies to it. The instructor usually starts the thread and

replies are by the students. Students are usually graded on a rubric set by the

instructor.

The second activity is developing time-management strategies for the adult learner.

One challenge facing the adult learner is time management, this required being self-disciplined

and to set aside regularly scheduled time to get course work finished. Since the first initial

discussion is due on Thursday before midnight, it is essential for students set aside at lease one

hour during the day to catch up on any reading for that week. Time must be set-aside in order

for the adult learner to become successful, ensuring that all project are sent in on time is also

important. One potential problem for adult learners online is procrastination and falling behind

in the course. However, many adult learners choose this path because it gives them the

independence and the ability to participate online at their convenience. The last activity is


ensuring the adult learner understands the uses of technology. These activities are important to

the learner because it will better equip them to be successful in online courses. These activities

will help the adult learner to be well prepared and know what the set of requirements are at the

school. Here are some time management tips for the adult learner

o Write down due dates of assignment and keep up with them. Use cellphone or email

reminders of when assignment is due.

o Find out what is expected from the class including what the professor is expect from

you

o Create discussion assignment due dates

o Ask for help from professor and also your classmates when you can’t comprehend

information

o Prioritize your schoolwork and ensure that your work life, home life and social life does

not interfered.

o Do no procrastinate or put off assignment

o Set aside reading time

o Hand in project in a timely fashion.

Who

Adults looking to obtain degree online or taking online classes for the first time and able to

navigate the schools website.

What

Adults learning to navigate the computer properly to access online courses.


Where

Online education can be accessible anywhere there is Wi-Fi and a working computer.

How

Orientation is the first necessary step for the adult student to get familiarize when taking online

classes.

Why

Without the necessary tools and training it will make it hard for adults to navigate the site.

Many distance-learning programs are being developed annually, because of the

increasing number of adult learners taking advantage of the resources education offers.

Adult learners are different from traditional college students, because adult learners have

responsibilities of a job and family. Adults in an online educational program have to manage

their work, family and classes to be successful. Additionally, most adult learners are highly

motivated and task-oriented (Merriam & Caffarella, 1999). Many graduate students are less

knowledgeable with online learning and technologies, and more likely to be self-motivated,

utilizing critical thinking skills.

Learning Outcomes

Online education, defined as a platform for delivering educational content and

facilitating instructor-student interaction over a computer network (Shelton & Saltsman, 2005,

pp. 3–4), came of age in the 1990s and grew rapidly over the next decade (Allen & Seaman,

2010). Technology makes it possible for online education to become so popular. Online

assessment is important because it shows what students learn during the course.


According to Higher Education students who took online courses performed better than the

average student taking face-to-face instruction. Students are more likely to withdraw form

onlince courses because they do not understand the structure of online format. It is essential

that student take the orientation training to become more familiarize in using the website and

blackboard.

Motivating online Students

Students feel very much empowered when they know they have full control over there

learning. Students are given choices to pick what subject area they would like to study and

choose classes accordingly. Students pick courses that are relevant to their everyday life and

will promote a successful work environment. One way that online student can stay motivated is

staying connected with 2their classmates. Exchanging telephone phone numbers and emails

addresses are great ways to communicate, this can be helpful when the student don’t

understand a particular assignment. Joining online support groups are also a great way for

student to stay connected with others that have the same interest as they do. Lastly, Rewarding

yourself when finishing projects and assignments are also great motivational tool.

Formal and Informal

Formal learning is always organized and structured, and has learning objectives. From

the learner’s perspective, formal learning is always intentional. It is the learner’s objective to

gain knowledge and skills. Usually the employer arranges this type of learning that takes place

within education and or workplace training. Informal learning is never organized; it has no

predetermined objective in learning. Informal learning includes all activates that fall outside


the definition of a formal education. Informal learning works because it’s a natural type of

learning, and cannot be forced.

Assessment

Assessing student learning in an online environment can present some challenges;

however, with planning and suitable assessment methods, online learning can be beneficial.

Rubrics can be used to provide formative feedback to students, to grade students, or to assess

courses or programs.

The learning assessment will take place after student watch the online orientation video.

Students will be asked to go into the blackboard and create new discussion board thread using

the following criteria.

1. Login into blackboard

2. Create a New discussion board thread

3. Subject title of Thread “Returning back to school?”

4. Within the thread answer the following questions in an essay form using proper

grammar, spelling and format. You will be graded on the content of your writing, so it’s

important to write clearly and produce your best work.

5. What are my fears about returning back to school? Why did you choose online instead

of Traditional schooling? Then submit- essay should be no less than 350 words.

After you have submit your thread, you may now Reply to your own Thread answering the

following question “What motivate you in finishing your degree?” in no less than 250 words.

Timely feedback is particularly important in an online environment where students can become


confused quickly or feel alienated. The professor will now grade the student on how well the

content was written. Determining if the student needs to take a writing course. At this point the

instructor will send the feedback by replying to the student discussion. The instructor will note

all the grammatical errors and writing content in his feedback to the student. The student can

now have an active discussion on the board with the instructor as to why they received a poor

grade. If students writing content is up to the university standards. The next step for that

student is registering for their online courses. If the students preforms poorly during the

discussion, they will be asked take a college level writing course in addition to there register

courses. Below is the Rubric on how the instructor will assess the student.


Conclusion

When signing up for online learning, students are excited and motivated to learn.

However, as the weeks progress that motivation can diminish. It is imperative that adult

learners keep in mind the reason for pursing online education. They must realize what they are

doing is to improve their lives and gain the necessary skills to learn. Successful online students

must be self-disciplined and goal-oriented as they work to complete assignments. Assignments

can be sent in either blackboard posts, or in email format. It is necessary to keep up with online

classes because they move along quickly and at times don’t allow for any makeup.


References:

Atherton, J. S. (2004). Teaching and learning: Knowles' andragogy: An angle on adult

learning. Retrieved from: http://www.learningandteaching.info/learning/knowlesa.htm

Bates, C., & Watson, M. (2008). Re-learning teaching techniques to be effective in

hybrid and online courses. Journal of American Academy of Business, Cambridge,

13(1), 38-44.

Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf

Publishing

Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood (2nd ed.). San Francisco:

Jossey-Bass.

Novak, Richard. (2012). Online learning: A smart choice for adult learners. Retrieved from:

http://cenewscenter.rutgers.edu/tags/richard-novak

Shelton, K., & Saltsman, G. (2005). An administrator’s guide to online education.

Charlotte, NC: IAP-Information Age.

Allen, I. E., & Seaman, J. (2010, November). Class differences: Online education in the United

States, 2010. Wellesley, MA: Babson Survey Research Group and The Sloan

Consortium. Retrieved from http://sloanconsortium.org/publications/

survey/class_differences

Hiltz, S. R., & Turoff, M. (2005). Education goes digital: the evolution of online learning and

the revolution in higher education. Communications of the ACM, 48(10), 59-64.

http://cenewscenter.rutgers.edu/tags/richard-novak


Keese, Gayle. (2012). Andragogy adult learning theory. Retrieved from:

http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--

Adult%20Learning%20Theory

http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--

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