Introduction to Online Learning and the Adult Learner

Background

Delivering instructional content online (or elsewhere) is insufficient to produce learning or usable skills. Getting desirable outcomes requires far more effort than simply building instructional content (Shank, 2008). The lower retention and completion rates for online courses has been attributed to several reasons including the fact that many online courses are taught at community colleges where students are not as academically and technologically prepared as 4-year university students (Boston, Ice, & Gibson, 2011). But the first barrier to success in an online learning environment for adults is the general familiarity with the skills necessary to participate. Without understanding software and hardware functioning, and having inadequate keyboarding skills, students may encounter difficulties during the learning process. A barrier or moderate impact is related to the individual’s ability to use computers, more specifically, the most frequently reported problems refer to the confusion about how to use these kinds of technologies (Cartwright, 2000). Consequently, literature has strongly recommended that students should receive beforehand tutoring in online learning skills (Srichanyachon, 2014).

On the other hand, DuPraw and Axner (1997) identified fundamental patterns of cultural differences which are important in online learning, such as: a. different communication styles (language usage and the importance of nonverbal communication), b. different approaches to finding information through researching literature, c. symmetrical - asymmetrical social interaction regarding hierarchically-based relations when they refer to their status, or d. the preference to learn by talking to people who have experienced the same challenges. Cultural factors identified by Hofstede (2001) such as power distance, level of individualism, masculinity, uncertainty avoidance, and long-term orientation may lead to differences regarding one’s approach to online learning.

Reservations about putting thoughts in print, worry about perceptions by others, and lack of visual cues were also noticed (Shank, 2002). Another issue is that many students come into an online experience believing that such courses promote independent study and are resentful when asked to work with others. Differences in expectations or in willingness to collaborate may also interfere. High expectations for participation on the part of team members may cause problems (Palloff & Pratt, 2005). Another barrier may be the case of those teachers who are not prepared to teach online and do not give timely feedback, or do not communicate clearly (Jaggars, 2014). Last but not least, feelings of alienation and a lack of collaboration appear to have an impact on student persistence throughout courses in online learning (Rovai & Wighting, 2005).