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Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design: From Theory to Practice

Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design: From Theory to Practice

Curtis L. Todd, Kokila Ravi, Harry A. Akoh, Vance Gray
Copyright: © 2017 |Pages: 16
ISBN13: 9781522525486|ISBN10: 1522525483|EISBN13: 9781522525493
DOI: 10.4018/978-1-5225-2548-6.ch001
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MLA

Todd, Curtis L., et al. "Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design: From Theory to Practice." Handbook of Research on Technology-Centric Strategies for Higher Education Administration, edited by Purnendu Tripathi and Siran Mukerji, IGI Global, 2017, pp. 1-16. https://doi.org/10.4018/978-1-5225-2548-6.ch001

APA

Todd, C. L., Ravi, K., Akoh, H. A., & Gray, V. (2017). Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design: From Theory to Practice. In P. Tripathi & S. Mukerji (Eds.), Handbook of Research on Technology-Centric Strategies for Higher Education Administration (pp. 1-16). IGI Global. https://doi.org/10.4018/978-1-5225-2548-6.ch001

Chicago

Todd, Curtis L., et al. "Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design: From Theory to Practice." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, edited by Purnendu Tripathi and Siran Mukerji, 1-16. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2548-6.ch001

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Abstract

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

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