Abstract
As universities and businesses move toward the use of online education and training, there is need to discover how to make this alternative both more attractive and viable for different populations. Our research efforts examined the cluster of opinions held by students, with respect to technology and its application to education, across two populations: traditional college undergraduate students and adult learners (nontraditional graduate students). None of the students had any experience with online coursework. Q-methodology was used to identify opinions, shared among students, on issues they considered important about the application of technology to course instruction. This research suggests approaches on how an educational program might fine tune its online delivery for maximum suitability and acceptability to the broadest group of learners in post-secondary education.
Highlights
The last ten years have seen the widespread development of digital processing and communication coupled to networked computing
Q-methodology results in the identification of participant opinion profiles based on the similarities and differences by which they sort the statements in the Q-sample [21,25,26]
The three factors were titled: (1) Time and Structure in Learning; (2) Social Interaction in Learning; and (3) Convenience in Learning
Summary
The last ten years have seen the widespread development of digital processing and communication coupled to networked computing. This has opened up a broad set of teaching and learning opportunities, allowing a new emphasis on interaction and concept exploration. To be most effective, such offerings must provide users with a credible virtual environment, one that gives users a sense of community. He further asserts that in the zeal of universities to build computer and video infrastructures, they run the risk of neglecting the ways in which technology could help them stay connected with students through tailored education approaches. Andriole [2] asserts that the uniqueness of technology-based instruction makes it necessary to adopt more rigorous course requirements and design, development, delivery, and evaluation
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