Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program

Jeffrey Hsu (Fairleigh Dickinson University, USA) and Karin Hamilton (Fairleigh Dickinson University, USA)

OnDemand Chapter PDF Download

Download link provided immediately after order completion

$37.50

Available. Instant access upon order completion.

DOI: 10.4018/978-1-60566-788-1.ch007

Source title: Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends

Sample PDFCite

MLA

Hsu, Jeffrey and Karin Hamilton. "Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 116-137. Web. 19 Jun. 2013. doi:10.4018/978-1-60566-788-1.ch007

APA

Hsu, J., & Hamilton, K. (2010). Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program. In H. Yang, & S. Yuen (Eds.), Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 116-137). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch007

Chicago

Hsu, Jeffrey and Karin Hamilton. "Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 116-137 (2010), accessed June 19, 2013. doi:10.4018/978-1-60566-788-1.ch007

Export Reference

Favorite

Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program

Abstract | Chapter Preview | Complete Chapter List | Key Terms in this Chapter

Recommend

Send to a librarian Send to a colleague

Available In

InfoSci-Books InfoSci-Educational Technologies Library Science, Information Studies, and Education InfoSci-Select InfoSci-Education

Browse Subjects

Business & Management Business & Management Topics Accounting & Finance Administration & Leadership Business Information Systems Business Intelligence Business Process Management Consumer Management Decision Support Systems E-Business E-Commerce Economics & Economic Theory Electronic Services Enterprise Information Systems Enterprise Resource Planning Entrepreneurship & E-Innovation Hospitality, Travel & Tourism Management Management Science Marketing Professional Development Risk Management & Analysis Small & Medium Enterprises Supply Chain Management
Computer Science & IT Computer Science & IT Topics Adaptive & Complex Systems Agent Technologies Algorithms Artificial Intelligence Cognitive Informatics Collective Intelligence Computational Intelligence Computational Linguistics Computer Simulation Computer Vision & Image Processing Cybernetics Internet Technologies Nanotechnology Neural Networks Programming Languages Robotics Web Technologies & Engineering
Education Education Topics Adult Learning Applied E-Learning Blended & Mobile Learning Business & Technical Education Classroom Management Cognitive Learning Computer-Assisted Language Learning Digital Humanities Distance Education Educational Technologies Engineering Education Higher Education Humanities Education Instructional Design K-12 Education STEM Education Surveys, Measurements & Response Systems Teacher Education Technologies in Higher Education Technologies in K-12 Education Virtual Learning Environments Web-Based Teaching & Learning
Engineering Engineering Topics Aerospace Engineering Aviation Engineering Bioengineering Chemical Engineering Civil Engineering Cloud Computing Computer Engineering Data Modeling Languages Electrical Engineering Grid & High Performance Computing Industrial Engineering Industrial Informatics Materials Science Mechanical Engineering Nuclear & Energy Engineering Object-Oriented Design Open Source Software Optical Engineering Petroleum & Natural Gas Engineering Systems & Software Design
Environmental Science Environmental Science Topics Earth Science Ecology Environmental Science Natural Resource Management
Library & Info. Science Library & Info. Science Topics Business & Organizational Research Data Analysis & Statistics Data Mining Data Warehousing Databases Digital Libraries Digital Literacy Digital Publishing & E-Books Information Resources Management Information Retrieval Information Value & Quality IT Governance IT Research & Theory Knowledge Discovery Knowledge Management Library Information Systems Research Methods Strategic Information Systems Theoretical Studies
Media & Communications Media & Communications Topics Computer Graphics & Art Digital Communications Digital Composition Gaming Interactive Technologies Mobile Computing Multimedia Technology Music Technologies Networking Portal Technologies Semantic Web Sensor Technologies Telecommunications Web Services Wireless Systems
Medicine & Healthcare Medicine & Healthcare Topics Animal Science Assistive Technologies Bioinformatics Biologically-Inspired Computing Biology Biomedical Technologies Biometrics Chemistry Chemoinformatics Clinical Science Clinical Technologies Dentistry Emergency Medicine Genetics & Genomics Health Information Systems Healthcare Administration Medical Education Medical Engineering Medical Technologies Nursing Nursing Informatics Pharmaceutical Technologies Pharmacology Physical & Occupational Therapy Public Health & Healthcare Delivery Veterinary Technologies
Public Administration Public Administration Topics Agricultural & Food Technologies Digital Divide & Developing Countries Electronic Government Emergency & Disaster Management Environmental Engineering Environmental Technologies Federal Government Geoinformatics Global Business Global Information Technology Hydraulics & Water Engineering Local Government Outsourcing Policy & Reform Public & Sector Management State Government Sustainable Development Urban & Regional Development
Security & Forensics Security & Forensics Topics Criminal Science & Corrections Cryptography Cyber Warfare & Terrorism Digital Crime & Forensics Ethics & Law Forensics & Investigations Information Ethics Information Security & Privacy Information Trust IT Policy & Standardization Surveillance & Monitoring
Social Science Social Science Topics Archaeology Cognitive Science Computer-Mediated-Communication Criminology & Victimology Culture & Population Studies Cyber Behavior E-Collaboration End User Computing Gender & Technology Human Aspects of Business Human Aspects of Technology Human Resources Development Human-Computer Interaction Identity Theory Knowledge Society Mental Health & Behavioral Studies Political Science Religious Studies Social Networking Ubiquitous & Pervasive Computing Virtual Communities & Virtual Reality

Top

Abstract

Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest in learning, and also career and life-oriented objectives, they have different expectations for their education, as well as different backgrounds and goals. This chapter examines what adult learners are, theories of adult learning, and the applicability of online learning to adult learners. Specific teaching methods and techniques are discussed for online and hybrid distance learning courses, as well as hybrid arrangements; encompassing teaching methods, types of exercises and activities, intensive course structures, block scheduling, and the use of modular course segments. Examples from an adult learner hybrid distance learning undergraduate program, Fairleigh Dickinson University’s Global Business Management, are also provided. Future trends and areas for further research conclude the chapter.

Chapter Preview

Top

Characteristics Of Adult Learners

Adult learners comprise a significant portion of a category known as “non-traditional” undergraduate students, which now includes nearly half of all college students in the U.S (Horn, 1996). Some of the core characteristics of non-traditional students are that they delayed enrollment (did not enter college after high school; or started and did not finish), are likely to attend school part time, have full-time jobs and careers, and are likely to be married with dependents (National Center for Education Statistics, 2002). Other related, but proportionately smaller populations may also be included in the non-traditional student category; such as older adults returning to the workforce (and college) as well as those who may have retired from a position and are seeking new careers in different areas.

In contrast to the stereotypical undergraduate student who enrolls in college as the next logical step after high school, 73% of adult non-traditional students attend college for the purposes of career advancement, to improve their knowledge in a subject area, and/or to complete a degree to add to their credentials (U.S. Department of Education, 2002). These aspects help to categorize adult learners as a specialized population, together with their educational need for current, relevant and technically oriented content, and their goals of career development and mastery of practical (and accompanying conceptual/theoretical) skills.

Many adult students are or were previously employed full-time and therefore understand that higher education is not only desirable, but necessary in today’s highly competitive global economy. In fact, many jobs which will be available in the future will require higher-level cognitive skills that only a portion of current workers possess (U.S. Department of Labor, 1999). Because the global economy has placed new demands on both workers and the workplace, the goals of adult students can differ significantly from those of 18 to 21 year old students.

Top

Complete Chapter List

Search this Book: Reset

Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next? (pages 1-18)

Chien Yu (Mississippi State University, USA), Wei-Chieh Wayne Yu (Chang Gung Institute of Technology, Taiwan), Chun Fu Lin (Minghsin University of Science & Technology, Taiwan)

Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become the undeniable tren... Sample PDF | More details...

$37.50

From Web to Web 2.0 and E-Learning 2.0 (pages 19-37)

Clara Pereira Coutinho (University of Minho, Portugal), João Batista Bottentuit Jr. (University of Minho, Portugal)

In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social e-Learning. They... Sample PDF | More details...

$37.50

E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence (pages 38-60)

Chaka Chaka (Walter Sisulu University, South Africa)

This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW has the potential... Sample PDF | More details...

$37.50

The Key Elements of Online Learning Communities (pages 61-75)

Jianxia Du (Mississippi State University, USA), Yunyan Liu (Southwest University, China), Robert L. Brown (Mississippi State University, USA)

An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This chapter will firs... Sample PDF | More details...

$37.50

Generational Learners & E-Learning Technologies (pages 76-92)

Ke Zhang (Wayne State University, USA), Curtis J. Bonk (Indiana University, USA)

This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning preferences as well... Sample PDF | More details...

$37.50

The Digital Generation and Web 2.0: E-Learning Concern or Media Myth? (pages 93-115)

Robin M. Roberts (University of Nevada, Las Vegas, USA)

The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering American colleges and... Sample PDF | More details...

$37.50

Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program (pages 116-137)

Jeffrey Hsu (Fairleigh Dickinson University, USA), Karin Hamilton (Fairleigh Dickinson University, USA)

Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest in learning, and a... Sample PDF | More details...

$37.50

Online Interaction Styles: Adapting to Active Interaction Styles (pages 138-149)

Dazhi Yang (Purdue University, USA), Jennifer C. Richardson (Purdue University, USA)

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-med... Sample PDF | More details...

$37.50

Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning (pages 150-163)

Yuliang Liu (Southern Illinois University Edwardsville, USA)

Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six types of response... Sample PDF | More details...

$37.50

10.

Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment (pages 165-181)

Bo Kyeong Kim (Jeonju University, Republic of Korea), Youngkyun Baek (Korea National University of Education, Republic of Korea)

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its strategies will be describ... Sample PDF | More details...

$37.50

11.

When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers (pages 182-196)

Jeannine Hirtle (The University of Hawaii at Hilo, USA), Samuel Smith (University of Texas at Arlington, USA)

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning... Sample PDF | More details...

$37.50

12.

Could Web 2.0 Technologies Support Knowledge Management in Organizations? (pages 197-210)

Luiz Fernando de Barros Campos (Federal University of Minas Gerais, Brazil)

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation... Sample PDF | More details...

$37.50

13.

E-Learning Design for the Information Workplace (pages 211-239)

Colleen Carmean (Arizona State University, USA)

Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it has changed the wor... Sample PDF | More details...

$37.50

14.

The Impact of Information Communication Technology (ICT) to the Greek Educational Community (pages 222-240)

Paraskevi Mentzelou (Alexander Technological Educational Institute (A.T.E.I.) of Thessaloniki, Greece), Dimitrios Drogidis (School Consultant of Primary Education, Greece)

The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to contribute to the... Sample PDF | More details...

$37.50

15.

Faculty Use and Perceptions of Web 2.0 in Higher Education (pages 241-259)

Richard Hartshorne (University of North Carolina at Charlotte, USA), Haya Ajjan (University of North Carolina at Charlotte, USA), Richard E. Ferdig (University of Florida, USA)

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both e... Sample PDF | More details...

$37.50

16.

Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library (pages 260-277)

Susanne Markgren (State University of New York Purchase College, USA), Carrie Eastman (State University of New York Purchase College, USA), Leah Massar Bloom (State University of New York Purchase College, USA)

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.... Sample PDF | More details...

$37.50

17.

Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age? (pages 278-293)

Betül C. Özkan (University of Arizona South, USA)

Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and search for better ap... Sample PDF | More details...

$37.50

18.

New Literacies in New Times: A Multimodal Approach to Literacy Learning (pages 294-307)

Hsiu-Ting Hung (National Kaohsiung First University of Science and Technology, R.O.C.)

The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores how emerging tec... Sample PDF | More details...

$37.50

19.

Transforming Continuing Healthcare Education with E-Learning 2.0 (pages 308-328)

Rajani S. Sadasivam (University of Massachusetts Medical School, USA), Katie M. Crenshaw (University of Alabama at Birmingham, USA), Michael J. Schoen (University of Alabama at Birmingham, USA), Raju V. Datla (Massachusetts Medical Society, USA)

The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of stat... Sample PDF | More details...

$37.50

20.

Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0 (pages 329-350)

Brian Smith (Edge Hill University, UK), Peter Reed (Edge Hill University, UK)

The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase, pedagogues are consideri... Sample PDF | More details...

$37.50

21.

Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning (pages 351-366)

F. R. Nordengren (Des Moines University, USA), Ann M. York (Des Moines University, USA)

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work d... Sample PDF | More details...

$37.50

22.

Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers (pages 367-384)

Kathryn Kennedy (University of Florida, USA), Jeff Boyer (University of Florida, USA), Catherine Cavanaugh (University of Florida, USA), Kara Dawson (University of Florida, USA)

Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the implications of pr... Sample PDF | More details...

$37.50

23.

Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice (pages 385-401)

Clara Pereira Coutinho (University of Minho, Portugal)

In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho University, Braga, Portu... Sample PDF | More details...

$37.50

24.

From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design (pages 402-421)

Pearl Chen (California State University, Los Angeles, USA)

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and... Sample PDF | More details...

$37.50

25.

Authentic Learning in Second Life: A Constructivist Model in Course Design (pages 422-439)

Carl Scott (University of Houston, USA), Youmei Liu (University of Houston, USA), Madhuri Kumar (University of Houston, USA)

This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of Second Life, using a s... Sample PDF | More details...

$37.50

26.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course (pages 440-454)

C. Candace Chou (University of St. Thomas, USA)

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapte... Sample PDF | More details...

$37.50

27.

Using Blogfolios to Enhance Interaction in E-Learning Courses (pages 455-470)

Steve Chi-Yin Yuen (The University of Southern Mississippi, USA), Harrison Hao Yang (State University of New York at Oswego, USA)

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios develop... Sample PDF | More details...

$37.50

28.

Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML (pages 471-492)

Priti Srinivas Sajja (Sardar Patel University, India)

Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning material which is ac... Sample PDF | More details...

$37.50

29.

Finding Information: Factors that Improve Online Experiences (pages 493-506)

Ivan Angelov (University of Plovdiv, Bulgaria), Sathish Menon (Analytic Dimension, USA), Michael Douma (Institute for Dynamic Educational Advancement (IDEA), USA)

This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups of subjects – non... Sample PDF | More details...

$37.50

Top

Key Terms in this Chapter

Collaboration: Teaching and learning activities which emphasize teamwork, group work, and other situations where students work together on a task.

Authentic Activities: Teaching and learning with an emphasis on real-world, complex, and collaborative activities.

Block Scheduling: The scheduling of classes using larger (and sometimes, sequenced) blocks of time.

Intensive Scheduling: Scheduling formats where courses are taught in a shorter time frame than a semester or quarter.

Andragogy: The principles and concepts behind teaching adults.

Hybrid Distance Learning: The employment of both classroom sessions and online communications sessions in a course.

Self-Direction: The situation where students are active participants in their own learning process.

Pedagogy: The art and science of teaching children.

Perspective Transformation: The process of learning through changes in viewpoint and approach.

Critical Reflection: The use of careful deliberation and thought to produce new insights.

Transformative Learning: The process by which newly gained (or changed) perspectives provide better insight and understanding.

Complete Book

$295.00 - $590.00

View Book Pricing Options

Full-text search over 63,000 research articles and chapters.

Related Chapters

ICT Ecologies of Learning

Real Science

Socio-Cultural Dimensions of E-Learning Systems

Integrated Cross-cultural Virtual Classroom Exchange...

Wikipedia

An Assessment of Eye Tracking as an Educational Aid...

Learning and Assessment

Learning
TechnologyFeatured TitlesView our featured titles
in Learning Technology