Impact of E-Learning on Adult Education

Collins, Royce Ann; Zacharakis, Jeff

doi:10.4018/978-1-60566-739-3.ch023

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…As with other adult teaching and learning scenarios, BL requires intentional consideration for learners’ needs. Given the myriad BL design possibilities, all parties benefit when designers address the basic tenets of andragogy (Merriam & Bierema, 2014) and the specific value of online and face-to-face modalities (Collins & Zacharakis, 2010). The decision-making matrix is not intended as a definitive statement on designing BL for adults, but rather concrete criteria for instructors’ consideration.…”

Section: Resultsmentioning

confidence: 99%

“…Diligent design is required to successfully navigate the balance of online and face-to-face interaction and ensure the optimal mode is considered for each learning scenario (Collins & Zacharakis, 2010; Zimmerman, 2019), thereby creating a successful blended course for all adult learners. To do so, we must navigate the myriad of different versions, as blended courses exist in almost infinite variation and nomenclature, such as hybrid, the flipped classroom, intensive learning, the replacement model and more.…”

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confidence: 99%

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Blended Learning: Balancing the Best of Both Worlds for Adult Learners

et al. 2019

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Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

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Section: Resultsmentioning

confidence: 99%

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Blended Learning: Balancing the Best of Both Worlds for Adult Learners

et al. 2019

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“…With working adults, convenience and flexibility are hallmarks whether the course is delivered face-to-face or online. A good mix of discussion, sharing ideas, debating, and fostering a learning community are important to adult students in any forum (Collins & Zacharakis, 2009). However, it does demonstrate the variety of learning elements needed in an online course and that learners with different learning styles prefer different forms of electronic learning.…”

Section: Learning Styles and Online Course Studiesmentioning

confidence: 99%

The Role of Learning Styles and Technology

Collins

2009

International Journal of Web-Based Learning and Teaching Technologies

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Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

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Organizational Change and Online Education at HBCUs

Witherspoon

Wright

Faculty Mentorship at Historically Black Colleges and Universities

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This chapter examines how mentoring pre-tenured and tenured faculty during organizational change of implementing fully online academic programs impacts resistant and/or supportive faculty. By using a case of an experience of some faculty at HBCUs, the authors examine how mentorship is necessary to engender a supportive and successful transition in the face of faculty members' resistance to including online education. Influence on faculty becoming adept experts of online teaching and education, prioritizing online teaching and its impact on how they approach live instruction, and anticipating how a designated mentor(s) affects teaching evaluations and research scholarship necessary to achieve rank and tenure promotion will be delineated.

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Impact of E-Learning on Adult Education

Cited by 6 publications

References 4 publications

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

The Role of Learning Styles and Technology

Organizational Change and Online Education at HBCUs

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