Adult Online Learning Research Articles

Ed Tech in Adult Online Learning

Educational technology facilitates convenient access to online programs for adult students but also presents challenges. Using a conceptual framework of Knowles' andragogy process of program development and learner interaction theory, this study examined ed tech in an online degree program designed to serve adult students. Participants included adult educators and students from an online degree program at a large, public, Hispanic-Serving Institution in the Southwest region of the United States. Using qualitative methods, data collection comprised observations and documents, and data analysis used Creswell and Creswell's five-step process. Findings illuminate three major online facilitations: Ed tech facilitates an andragogical process of development for programs, traditional and new learner interactions, and the research process of adult students. The findings offer implications to develop the theory, practice, and policy of ed tech in online learning for adult students and educators.

Introducing Bibliometric Analysis: A Methodological Tutorial Using Adult Online Learning Motivation Literature (2000-2022)

ABSTRACT This paper introduces an innovative and robust methodology for bibliometric analyses, utilizing the adult online learning motivation literature from 2000 to 2022 as its exemplar. Capitalizing on this comprehensive dataset, the methodology adeptly identifies emerging research trends, influential contributors, and thematic interconnections. The United States emerges as a dominant research contributor, and “Computers & Education” is spotlighted as an influential journal shaping discourse. From an overarching perspective, the study delves into the multifaceted dynamics of the field, spotlighting the rise of themes such as Self-Directed/Self-Regulated Learning (SDL), Transformative Learning (TL), gamification, and the profound influence of global events like the COVID-19 pandemic on online learning trajectories. However, the manuscript’s central value lies in its methodological prowess, offering scholars a blueprint to rigorously interpret and dissect voluminous literatures across varied academic terrains.

Research on the Design of Adult Online Learning Activities Based on Open University Integration Platform: From the Perspective of Activity Theory

The Open University Integration Platform is an essential measure of the strategy of creating excellence and improving the quality of China open universities. It is a significant project benefiting the majority of adult learners. Based on the Open University Integration Platform and guided by activity theory, this paper discusses the concept, connotation, and implementation method of online learning activity design for adult learners. According to the characteristics of adult learners, the design framework of adult learning activities in a fusion platform environment is constructed, and based on this, the teaching practice of computer courses is carried out, and the students' positive evaluation is obtained. This paper helps provide a theoretical framework and practical reference for Chinese and global adult online learning designers.

Older Adult Online Learning during COVID-19 in Taiwan: Based on Teachers' Perspective

Since the world was affected by the epidemic in 2020 and older adult education was still going on. Adult teachers encountered challenges during the transformation from physical to online teaching. This study examined the difficulties and coping strategies that adult teachers experienced when transitioning to online teaching. This study used a qualitative research approach to understand the transformation of adult teachers' online teaching experiences during the epidemic. Researchers conducted semi-structured one-to-one in-depth interviews with 10 adult teachers who experienced the transition from physical to online teaching and had at least 2-year-experience of teaching older adults. The study findings are listed as follows: 1) Adult teachers encountered difficulties, including older learners did not have the required equipment nor stable connections, not familiar with operating phones to participate in online classes, extra burdens for older learners' vision resulted in learning drop-outs, and the lack of experience in operating the equipment that disturbed the courses, the decreased learning quality worsened the learning situation. 2) Adult teachers coped by asking family members to assist with the equipment, demonstrating and taking pictures of the steps, spending more time preparing for teaching, and using various teaching methods to enhance the interactions.This study found that adult teachers need to adapt their teaching strategies to the characteristics of older learners to transition from physical to online teaching. Particularly, solving equipment and technological issues will allow older learners to achieve the goal of "nonstop learning".

Adult online learning – A dialogic perspective

Dialogic education pedagogies trace their roots back to a framework developed by Soviet-Russian philosopher and literary theoretician Bakhtin (Matusov & Lemke, 2015). In Bakhtin’s thought, the place from which we speak plays an essential role in determining what we say. Moreover, Bakhtin says that “…In order to understand, it is immensely important for the person who understands to be located outside the object of his or her creative understanding-in time, in space, in culture” (p.xiii). This chapter aims to unpack and map some of the many meanings of dialogic education and their relationship with technology-mediated learning. While the research study is mainly focused on what roles chatbots can assume in online adult education and precisely what needs must they meet for online learners, the chapter starts by delving into the theory of dialogic learning.

The Effect of Self-Regulated Learning in Online Professional Training

With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training.

Factors Influencing the Online Learning Success of Adults in Open and Distance Education in Southwest China

This study aims to identify the factors that influence adult learners’ perceived satisfaction, continued use, and benefits of online learning to seek ways to promote adult learners’ success in online learning. The study integrated multiple theoretical frameworks, including the Information System Success (ISS) Model, Expectation Confirmation Model for Information Systems Continuance (ECM-ISC), Technology Acceptance Model (TAM), and Technological Pedagogical Content Knowledge (TPACK) to develop a theory of Online Learning (OL) success for adults. The proposed model emphasizes the utilization of technology to enhance pedagogical practices for the delivery of online content. A total of 675 adult learners were randomly selected from five learning centres at a provincial branch of the Open University of China in Southwest China. This quantitative research study utilized Partial Least Squares-Structural Equation Modeling (PLS-SEM) for data analysis. Analysis of the results indicated that TPACK’s impact was more clearly perceived by the adult learners in this study. Further study needs to expand the scope of this investigation and verify the effectiveness and reliability of the model. The model of adult online learning success in Southwest China is the first integrated model combining TPACK theory with the Information System Success (ISS) Model, Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM). Future studies should explore teacher and administrator perspectives to determine the success factors of adult online learning from a multi-faceted approach.

Turn-it-out? Reframing the Academic Integrity Conversation in Online Legal Education

The challenge of academic integrity in online study is not a new phenomenon. For undergraduate law students, a finding of academic misconduct is especially serious, having ramifications for student eligibility to be admitted to legal practice. To date, higher education strategies to address plagiarism, contract cheating, and collusion have predominantly focused on detection methodology / technology via assessment. Reconceptualising the challenge of academic integrity in online learning requires an iterative understanding of the motivations of online learners, informed by the unique engagement challenges associated with adult online learning. Arguably, the ‘battle’ for integrity can never be won via increased detection and punitive measures; rather a focus on fostering student desire to act with integrity, by helping learners to connect academic integrity with their emerging professional identity is key. This connection must be supported by profession-facing teaching and assessment design, with facilitated learning relationships that build skills and confidence.

Take a Chance on CPD! How One School Put its Faith in the EntreCompEdu CPD Programme and Developed Whole-School Collective Entrepreneurial Education

The case study in Dafen school represents a successful whole school experience of adult education through the EntreCompEdu continuing professional development programme (CPD). It represents how teacher collaboration enhances collective engagement to develop creative, innovative, and risk-taking abilities through teaching practices. It portrays how teachers’ collective engagement has an amplifying impact upon implementation, energy, and confidence; especially influencing the entrepreneurial practice on student learning and the culture of a whole school. It validates how the headteacher and teachers collaborative action enhanced the adult learning in adoption of the new Welsh curricula. In this study we propose that the success of the teachers’ professional development in learning to apply entrepreneurship education stems from a double loop of collaborative adult online learning and collective engagement under a pressure from the new entrants; a new curricula reform set by the Welsh government and the Covid-19 lockdown.

Toward High-Quality Adult Online Learning: A Systematic Review of Empirical Studies

Adult education is a key policy to achieve the sustainable development goals. Large-scale open online courses are gradually increasing with the continued spread of COVID-19 all around the world, which has also attracted more and more adults to participate in such courses. However, despite the fact that the research on adult online learning is abundant, there is still a lack of systematic summaries that can guide the design and selection of course content and instructional methods. Therefore, the purpose of this study is to systematically examine the factors and related strategies that influence adult online learning, and to some extent also provide directions for future research. Using a systematic literature review, with the help of literature visualization software CiteSpace, this study summarized and analyzed 124 SSCI literature of empirical studies. The findings show that although some conclusions of adult online learning research are controversial, there is still some consensus, which is worthy of our attention. First, adult learners have time constraints and more responsibilities, hence life oriented, structured, and flexible online courses are more suitable for them. Secondly, adult learners have less scholastic aptitude and are less ICT skilled than normal students, so preparatory learning is necessary. Finally, in terms of an online instructional approach, integrated online discussions are recommended, as adults are prone to inefficient and superficial discussions in open discussions. This study contributes to theory and practice by expanding the systematic understanding of online learning for adults.

COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

Adult learning theories: implications for online instruction

PurposeThis paper analyzes critically four selected learning theories and their role in online instruction for adults.Design/methodology/approachA literature review was conducted to analyze the theories.FindingsThe theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.Research limitations/implicationsAdult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.Practical implicationsThis manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.Originality/valueThis literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

Exploring in-service preschool teachers’ conceptions of and approaches to online education

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches), qualitatively different categories of conceptions and approaches were identified through a phenomenographic analysis approach. The results found that their conceptions of online education ranged from “a way of diploma completion” to “a way of lifelong learning,” while their approaches ranged from “interacting with people” to “getting involved in the community of sharing.” In addition, the teacher-learners with fragmented conceptions (“a way of diploma completion”) tended to have surface approaches (“interacting with people”), and those with cohesive conceptions (“a way of lifelong learning”) tended to have deep approaches in online education (“getting involved in the community of sharing”).

A case study of constructivist instructional strategies for adult online learning

AbstractThis case study explores how a constructivist‐based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a web‐based course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in‐class observations, and online observations. The study found that the majority of the learners were engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another's learning, from which most claimed to have benefited. On the other hand, the constructivist‐based course assisted many learners to develop a sense of becoming more responsible, self‐directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high‐quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.

Analyses of Individual Differences in Social Demographic Variables to set up Adult Self-Regulated Learning Literacy Norm and Implications to Adult Online Learning

Analyses of Individual Differences in Social Demographic Variables to set up Adult Self-Regulated Learning Literacy Norm and Implications to Adult Online Learning