Supporting Wellness in Adult Online Education

Thompson, Jacklyn J.; Porto, Stella C. S.

doi:10.5944/openpraxis.6.1.100

Cited by 24 publications

(12 citation statements)

References 19 publications

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“…Former research has concentrated on what to do to improve quality and adult learners' performance in online distance education (Johnson et al, 2018;Thompson & Porto, 2014). In the review of the literature, it is observed that the relevant studies focus on a single component of distance adult education.…”

Section: Adult Learners In Online Distance Educationmentioning

confidence: 99%

Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

Kara

Erdoğdu²,

Kokoç³

et al. 2019

Open Praxis

189

109

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Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.

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Section: Adult Learners In Online Distance Educationmentioning

confidence: 99%

Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

Kara

Erdoğdu²,

Kokoç³

et al. 2019

Open Praxis

189

109

View full text Add to dashboard Cite

show abstract

“…The need for research on mental health and remote forms of learning today is more pressing than it was when it was identified as a research gap nearly a decade ago (Thompson & Porto, 2014). Based on our study, there are a number of productive venues for future research.…”

Section: Discussionmentioning

confidence: 81%

“…1(1) 1-19 2003). The literature examining mental health with respect to online and distance learning is scant, and while this gap in the research had been identified nearly a decade ago (Thompson & Porto, 2014) it has not yet been extensively addressed. Thompson and Porto, as well as Scheer and Lockee (2003), highlighted the need to provide wellness resources and support (including mental health) for online and distance learners.…”

Section: Context and Review Of Relevant Literaturementioning

confidence: 99%

A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality

Moore¹,

Veletsianos

Barbour

2022

OTESSAJournal

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While there has been a lot of debate over the impact of online and remote learning on mental health and well-being, there has been no systematic syntheses or reviews of the research on this particular issue. In this paper, we review the research on the relationship between mental health/well-being and online or remote learning. Our review shows that little scholarship existed prior to 2020 with most studies conducted during the COVID-19 pandemic. We report four findings: (1) pandemic effects are not well-controlled in most studies; (2) studies present a very mixed picture, with variability around how mental health and well-being are measured and how/whether any causal inferences are made in relation to online and remote learning, (3) there are some indications that certain populations of students may struggle more in an online context, and (4) research that does not assume a direct relationship between mental health and online provides the best insight into both confounding factors and possible strategies to address mental health concerns. Our review shows that 75.5% of published research on this topic either commits the correlation does not equal causation error or asserts a causal relationship even when it fails to establish correlations. Based on this study, we suggest that researchers, policymakers, practitioners, and administrators exercise extreme caution around making generalizable assertions with respect to the impacts of online/remote learning and mental health. We encourage further research to better understand effects on specific learner sub-populations and on course—and institution—level strategies to support mental health.

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“…The challenges they experienced in education might increase when they lack of adequate support from their families and workplaces. In addition, adults have multiple roles such as spouse, parent, colleague, and student, each of which means additional responsibilities and workload (Thompson & Porto, 2014). These challenges might affect their learning success as well as causing dropout in online distance education programs or courses (Park & Choi, 2009).…”

Section: Adult Learners In Online Distance Educationmentioning

confidence: 99%

Section: Adult Learners In Online Distance Educationmentioning

confidence: 99%