Relationship Between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses

Simonds, Thomas; Brock, Barbara

doi:10.9743/jeo.2014.1.3

Cited by 52 publications

(39 citation statements)

References 20 publications

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“…However, format needs to be considered, with previous research showing that with online learning older students preferred to watch lectures, whereas younger students preferred more interactive learning strategies. [16] Our study found no statistical significance between format and gender, although it is interesting that male attendance increased with age as a previous study showed that women were more likely to favour lectures with older males having a greater interest in distance learning [17] Our findings could perhaps be correlated with ownership of pharmacies with the GPhC registrant survey of 2013 [14] noting that 44% of pharmacists working in independent pharmacies were over the age of 60, the highest of any setting. However, another study [18] suggests women favour teamwork which points towards workshop preference.…”

Section: Discussioncontrasting

confidence: 56%

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Factors affecting a face-to-face learning event

Micallef

Kayyali

2017

International Journal of Pharmacy Practice

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Abstract:Background: Pharmacy professionals have multiple opportunities to attend learning events run by a series of providers. However there has never been a large scale evaluation of events. Currently formats of learning sessions differ by provider with no optimum model identified. Pharmacy Education South London (PESL) was formed in April 2014 for the provision of education and training for pharmacy professionals in South London, running sessions multiple times across various locations. Objective:The objective of this work is to identify factors that influence the perceived success of a face to face supplementary education and training event from the perspective of attendees.Methods: Evaluation forms from 600 participants at training events followed by semistructured individual interviews with 11 participants. Key findings:Participants over 55 years were more likely to attend lecture style events versus those aged under 25 years who attended more workshops (P <0.001); there was no correlation with gender. 57.3% (n=344) of participants agreed fully that the event increased their understanding of the topics, although only 38.5% (n=231) stated that it would change their practice. Themes influencing an event fell into three broad themes; personal reasons affecting attendance, success factors for the session and application of learning, all with related subthemes. Subthemes included commitments, convenience, awareness, topic and personal relevance, content and delivery and reference, review and action. Conclusions:In publicising events the topic, including the driver for the topic and the skills that will be obtained, the speaker and their experience plus how learning can be applied after the event should be included.

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Section: Discussioncontrasting

confidence: 56%

“…Attendance may be increased if virtual learning environments are offered concurrently. However, format needs to be considered, with previous research showing that with online learning older students preferred to watch lectures, whereas younger students preferred more interactive learning strategies …”

Section: Discussionmentioning

confidence: 90%

Factors affecting a face-to-face learning event

Micallef

Kayyali

2017

International Journal of Pharmacy Practice

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“…This age group has been reported as embracing interactivity and immediacy of online communications whereas older students may find online communication as intimidating. [16] Simmonds et al [16] also found that as students' age decreased, there was an increase in preference for tools allowing more means for online communication. In our study, the item for extent communication was about right also improved and neared satisfaction with audio-video responses.…”

Section: Discussionmentioning

confidence: 99%

RN to BSN Students’ communication satisfaction with asynchronous discussion forums: Audio-video versus text-based responses

Denson¹,

Shurts²

2018

JNEP

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Objective: This pilot study examined an innovative strategy for an RN to BSN online program, specifically focused on the required asynchronous discussion forums. The aim of the study was to compare RN to BSN students’ communication satisfaction with audio-video discussion responses versus the traditional text-based responses.Methods: Utilizing a pretest-posttest design, RN to BSN student’s communication satisfaction with traditional text-based discussion responses was measured using a 5-point Likert scale survey at the end of fall semester. Audio-video responses were the required discussion response format during the subsequent spring semester. Students’ communication satisfaction with asynchronous audio-video discussion responses was measured at the end of the spring semester. Paired t-tests and descriptive statistics were conducted.Results: Students satisfaction significantly increased with audio-video discussion responses for the extent communication was positive, accurate and free flowing. There were no statistically significant differences in students’ satisfaction between text and audio-video format related to the extent communication motivated them to meet course goals and identify with the discussion, or with the extent instructors offered guidance and were open to ideas and attention to content.Conclusions: Although limited by a small sample size and low power (N = 16 pre-test, N = 17 post-test) the findings of this study may be of interest to online nurse educators who are seeking innovative strategies to improve student satisfaction within asynchronous discussion forums. With further research, the use of audio-video discussion responses may provide an alternative to the traditional text-based responses related to communication satisfaction.

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“…Students who successfully completed online English, communication, and social science courses spent more of their time participating in online discussions (e.g., posting their own questions, reading and replying to other students' posts), while students who successfully completed online science and mathematics courses spent more of their time viewing content pages and posting their own questions. Simonds and Brock (2014), in an exploration of student learning preferences in online graduate education courses, concluded that while younger students preferred interactive online learning activities, older students preferred to learn from recorded video lectures. Given the positive impact of providing recorded video lectures for asynchronous viewing in face-to-face undergraduate courses that have significant mathematical content (Brecht, 2012;Cascaval, Fogler, Abrams, & Durham, 2008), it may be that students enrolled in online mathematics and science courses would also benefit from the inclusion of video lectures as instructional activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

Hegeman

2015

OLJ

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Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructorgenerated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor's teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publishergenerated educational resources in that role.

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Relationship Between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses

Cited by 52 publications

References 20 publications

Factors affecting a face-to-face learning event

Factors affecting a face-to-face learning event

RN to BSN Students’ communication satisfaction with asynchronous discussion forums: Audio-video versus text-based responses

Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

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