designing a consistent, relevant, and flexible online learning experience for adult learners dr....
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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
Thomas Heitman
Senior Instructional Designer
Columbia Southern Education Group
Jacqueline BeverlySenior Instructional DesignerColumbia Southern Education [email protected] Jacqueline PicaInstructional Designer IIColumbia Southern Education [email protected]
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