Fear Factors: Hidden Challenges to Online Learning for AdultsPatricia Sendall (Merrimack College, USA), Raymond J. Shaw (Merrimack College, USA), Kim Round (Merrimack College, USA) and Jane T. Larkin (Merrimack College, USA)
Copyright © 2010. 20 pages.
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DOI: 10.4018/978-1-60566-830-7.ch007, ISBN13: 9781605668307, ISBN10: 1605668303, EISBN13: 9781605668314 Sample PDFCite Chapter
MLA
Sendall, Patricia, Raymond J. Shaw, Kim Round and Jane T. Larkin. "Fear Factors: Hidden Challenges to Online Learning for Adults." Online Education and Adult Learning: New Frontiers for Teaching Practices. IGI Global, 2010. 81-100. Web. 23 May. 2012. doi:10.4018/978-1-60566-830-7.ch007
APA
Sendall, P., Shaw, R. J., Round, K., & Larkin, J. T. (2010). Fear Factors: Hidden Challenges to Online Learning for Adults. In T. Kidd (Ed.), Online Education and Adult Learning: New Frontiers for Teaching Practices (pp. 81-100). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-830-7.ch007
Chicago
Sendall, Patricia, Raymond J. Shaw, Kim Round and Jane T. Larkin. "Fear Factors: Hidden Challenges to Online Learning for Adults." In Online Education and Adult Learning: New Frontiers for Teaching Practices, ed. Terry T. Kidd, 81-100 (2010), accessed May 23, 2012. doi:10.4018/978-1-60566-830-7.ch007
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 | | TopAbstractThe purpose of this chapter is: (1) to examine the interrelationship between andragogy and online learning; (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 identify 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 andragogy1, which traditionally leverages learners’ experience, independence, and interaction (Gibbons & Wentworth, 2001). TopComplete Chapter List|
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| The Online Adult Learner: Profiles and Practices
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| Online Pedagogical Effectiveness in Adult Contexts
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| A Theoretical Model for Designing Online Education in Support of Lifelong Learning
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| Fear Factors: Hidden Challenges to Online Learning for Adults
(pages 81-100)
Patricia Sendall (Merrimack College, USA), Raymond J. Shaw (Merrimack College, USA), Kim Round (Merrimack College, USA), Jane T. Larkin (Merrimack College, USA)
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| Factors Leading to a Quality E-Learning Experience
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| Anytime/Anywhere Online Learning: Does It Remove Barriers for Adult Learners?
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| The Evolution and Influence of Social Presence Theory on Online Learning
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| Digital Games for Online Adult Education: Trends and Issues
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| Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program: The Case of Global Business Management
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| Impact of E-Learning on Adult Education: A Changing Postmodern Approach
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| Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
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