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

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

Hsu Hsu, Karin Hamilton
Copyright: © 2010 |Pages: 22
ISBN13: 9781615209637|ISBN10: 1615209638|EISBN13: 9781615209644
DOI: 10.4018/978-1-61520-963-7.ch095
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MLA

Hsu, Hsu, and Karin Hamilton. "Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program." Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2010, pp. 1400-1421. https://doi.org/10.4018/978-1-61520-963-7.ch095

APA

Hsu, H. & Hamilton, K. (2010). Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program. In I. Management Association (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 1400-1421). IGI Global. https://doi.org/10.4018/978-1-61520-963-7.ch095

Chicago

Hsu, Hsu, and Karin Hamilton. "Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program." In Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1400-1421. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-963-7.ch095

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Abstract

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

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