designing a consistent, relevant, and flexible online learning experience for adult learners dr....

Designing a Consistent, Relevant, and Flexible Online Learning Experience for Adult LearnersDr. John Hope, Jacqueline Pica, Jacqueline Beverly, and Tom Heitman

About CSU

100% Online, Flexible Distance Education

30,000+ Actively Enrolled

Average Demographic (35-40 years of age)

GRAPHICMain building

Adult Learners

Malcom Knowles (Andragogy)

Adult Persistence

CSU Best Practices

Consistency Relevancy Flexibility

Consistency

Consistency and Adult Learning

Fear of the unknown Emotional ambivalence Consistency can ease anxiety

(Deggs, 2011; Zembylas, 2008)

Course Design

Predictable format, including the following:

a) A syllabus

b) Unit study guides

c) Course resources

d) Rubrics

Instructional Design Process St

ep 1 Planning

Step

2 Writing

Step

3 Reviewing

Relevancy

Relevancy and Adult Learners

Relevancy-Oriented

– Adults need to know the why and the how

– Creates a motivation to learn

(Knowles et al., 2012; Purcell-Gates et al., 2000)

Enhancing Relevancy

Relevant Degree Programs

Learners’ Experiences

Authentic Learning

(Knowles et al., 2012; Purcell-Gates et al., 2000)

Flexibility

Flexibility and Adult Learners

Time Flexibility

Convenience

Career Goals

(Deggs, 2011; O’Lawrence, 2006; Wlodkowski, 2003)

Flexible Distance Education

Asynchronous Learning

Time Management

Flexible Start and End Dates

References

Deggs, D. (2011). Contextualizing the perceived barriers of adult learners in an accelerated undergraduate degree program. The Qualitative Report, 16(6), 1540-1553. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA272985420&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=7f8bd54dcadc2b26b6bc83beff3bb1f1Learning

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The adult learner: The definitive classic in adult education and human resource development (7th ed.). New York, NY: Routledge.

O'Lawrence, H. (2006). The influences of distance learning on adult learners. Techniques: Connecting Education & Careers, 81(5), 47-49. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=27d90454-67a5-4107-a28a-f9e8605ddca8%40sessionmgr4004&vid=5&hid=4207

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M. (2000). Affecting change in literacy practices of adult learners: Impact of two dimensions of instruction (NCSALL Report No. 17). Retrieved from National Center for the Study of Adult Learning and Literacy website: http://www.ncsall.net/fileadmin/resources/research/report17.pdf

Wlodkowski, R. J. (2003). Accelerated learning in colleges and universities. New Directions for Adult and Continuing Education, 97, 5-16. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=b6f31df3-7903-4a27-a41c-e0fba846877b%40sessionmgr4003&hid=4207

Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71-87. doi:10.1080/01587910802004852

Contact Us

John Hope, PhD

Director of Instructional Design and Technology

Columbia Southern Education Group

John.hope@csegroup.com

Thomas Heitman

Senior Instructional Designer

Columbia Southern Education Group

Tom.heitman@csegroup.com

 Jacqueline BeverlySenior Instructional DesignerColumbia Southern Education GroupJacqueline.beverly@csegroup.com Jacqueline PicaInstructional Designer IIColumbia Southern Education GroupJackie.pica@csegroup.com 

To see the full paper, click here