1 / 20

ONLINE LEARNING

ONLINE LEARNING. AS PERCEIVED BY NONTRADITIONAL ADULT LEARNERS. CHARLENE C. GOODWIN. ASSOCIATE PROFESSOR PROGRAM DIRECTOR, HLSA MSEd University of Kentucky MS-Health Care Policy & Administration Mercer University, Stetson School of Business DOCTORAL CANDIDATE, UGA 28 Years Teaching.

forbes
Download Presentation

ONLINE LEARNING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ONLINE LEARNING AS PERCEIVED BY NONTRADITIONAL ADULT LEARNERS

  2. CHARLENE C. GOODWIN • ASSOCIATE PROFESSOR • PROGRAM DIRECTOR, HLSA • MSEd • University of Kentucky • MS-Health Care Policy & Administration • Mercer University, Stetson School of Business • DOCTORAL CANDIDATE, UGA • 28 Years Teaching

  3. OBJECTIVES • Understand how nontraditional learners relate to online • List factors leading to success • List factors impeding success • Discuss suggestions for first-time online users and online instructors

  4. ONLINE LEARNING • WHY? • EXPERIENCE WITH COURSE • NOT SUCCESSFUL • WONDERED WHY

  5. DISSERTATION • PICK A TOPIC THAT INTERESTS YOU • SOMETHING YOU WANT TO KNOW MORE ABOUT • A QUESTION YOU’VE ALWAYS WANTED AN ANSWER TO

  6. DISSERTATION • QUALITATIVE STUDY • INTERVIEWD 12 PARTICPANTS • 90 MINUTES PER • TAPED • TRANSCRIBED • SEARCHED FOR THEMES

  7. PARTICIPANTS • 7 FEMALES; 5 MALES • 9 WHITE; 3 AFRICAN-AMERICAN • AGE RANGES • 60-70 1 • 50-60 1 • 40-50 3 • 30-40 4 • 25-30 3

  8. RESEARCH QUESTIONS How do nontraditional adult students react to online learning? What factors influenced their successful online learning experiences? What factors contributed to their non- successful online experiences?

  9. LEARNING STYLES RANGE OF EMOTION COMPUTER LITERACY PURPOSE DRIVEN FLEXIBILITY SENSE OF ISOLATION TECHNICAL PROBLEMS LACK OF MOTIVATION THEMES

  10. LEARNING STYLES • Nontraditional adult students adjust learning styles to suit the new environment. • Angelina, a fifties-something Masters student who likes to think before she engages with the subject matter and other students. Therefore, she would get online in the morning to read other student comments and would synthesize the data and respond later in the day.

  11. RANGE OF EMOTION • “I know how nervous I was when dealing with online learning. For those that have even less knowledge about computers, it would be very frustrating.” • LaVerne, a sixties something healthcare professional

  12. COMPUTER LITERACY • Dirk says: “I’m comfortable with learning, I comfortable with the technology. I am a computer literate person. My Bachelor’s degree is in computers.” • A forties something Resource Center employee

  13. PURPOSE DRIVEN • “Everything that I do, I try to integrate somehow with the computer.” • Glen, nursing home administrator, early thirties, children • Goal: manage three nursing homes

  14. FLEXIBILITY • “One of the things that does appeal to me about online learning is the flexibility in my schedule.” • John liked the way he could do online anytime, anywhere.

  15. SENSE OF ISOLATION • “I missed the comradery with the other students; just being able to question them, talk out problems, talk to the instructor.” • Madelyn, college educator, PhD

  16. TECHNICAL PROBLEMS • John, middle-aged healthcare executive • “The only problems I would ever want you to have would relate to the content and your understanding of it. I think the technology should facilitate your schedule. The technology should not be a barrier to your learning.”

  17. LACK OF MOTIVATION • “Some students may not be as dedicated as others and just don’t care and not even do the assignments or anything like that.” • Monica, healthcare management student

  18. PARTICPANTS Understand technology Disciplined Know kind of learner you are Allocate time Research program Take all the online course you can INSTRUCTORS Different learning styles Do orientation Keep developing To the point Back up everything Know students will cheat SUGGESTIONS

  19. CONCLUSION • Online learning-vital component of education • Worldwide • Need to know what works/doesn’t work

  20. QUESTIONS? • Thank you for your interest!

More Related