Improving Instructional Practices: Adult Learners' Perceptions of the Online Teaching and Learning Environment

Introduction

This chapter highlights the findings and learning experiences of adult learners’ perceptions about the online learning environment, while identifying and illuminating the issues related to the online learning environment. Most significant was that a constructivist approach was taken, along with the online mode of delivery, thus creating a learner-centered environment. According to Backer and Schad (2022), in recent years, large numbers of faculty members are being asked to convert the traditional face-to-face courses to a different modality- online learning. The obvious though is that many of these faculty members may have little or no experience with online teaching either as a student or an instructor. However, Becker and Schad emphasized that these faculty members would surely benefit from the research and writing of others about the experiences of online students who study online.

Higher education is now more accessible and affordable to many students, as this access is done through new technologies, online learning platforms, net-meeting to name a few, and this opportunity has been afforded to learners who are unable to access an education via the traditional mode of delivery- the in-class setting (Bianco & Carr-Chellman, 2002). While the traditional mode of delivery is convenient, the online learning environment is also seen as such, and thus requires a multifaceted approach, especially when consideration is given as to how adult learners should be facilitated. Essentially, when considering the online mode of delivery, an appropriate platform, facilitator presence, feedback and grading, and active engagement are important. Access to education is critical, but more importantly accessing an education online is now a way of life. The question many would ask is, are adult learners ready for such a mode of delivery, given the challenges many adult learners encounter with technology, particularly bandwidth, computer skills, and really their attitude and access to online delivery, as opposed to the traditional mode of delivery, that of face-to-face.

From a Caribbean perspective Roofe-Bowen et. al (2011) in their study examined the attitudes of graduate students to online learning and found that majority (88%) of adult learners in a Postgraduate Diploma in Education expressed negative attitudes to the use of learning, while 87% were confident about their computer skills. On the other hand, it is believed that to facilitate effective learning, instructors should solicit and act upon the expectations of students (Houser, 2005; Bourdeaux & Schoenack, 2016). Furthermore, Bourdeaux and Schoenack (2016), aptly stated that students expected clarity, respect, and intentional course design from instructors to create a positive learning experience. Rotar (2017) posits that, “Those students who had a good connection with and timely feedback from tutors were generally reporting more positive personal learning experience.” (p.15). Thus, for active and effective learning to take place, instructors should meet the expectations of the students, and provide among others, timely feedback thereby creating a positive learning experience for the adult learner.