Teaching Adults Online Sandy Graca, MBA, DBA Candidate TLI Conference Frankenmuth, MI August 5 th, 2011
Agenda Introduction: State of Post-secondary education and adult learning Theory Based Grounded on Research: Teaching Adults Online Teaching Media Richness Communication Learning Styles Apply Theory to Practice: Teaching Adults Online Illustrate with an Example
Introduction 1. Changing Workplace: More emphasis on education Information and Service Economy 2. Demographic Trends: Age and Ethnicity The Department of Labor has predicted a large gap between labor market needs and educational attainment Kazis et al, 2007
Introduction Adult Learners: Huge market for higher education In 2004, 60% of the US Population between 25 and 64 had no postsecondary education 65 Million People Kazis et al, 2007
Different Needs Different Barriers Lack of Time Family Responsibilities Scheduling of Course Time and Place Cost of Education 73% of Postsecondary students are nontraditional Older, single parent, GED Kazis et al, 2007
Different Needs Different Barriers Private Educational Institutions: Proactive in meeting special needs: Differentiated Program Offerings Accelerated Completion Flexible Scheduling Online education is ideal. There are limitations involved in online education related to the lack of face-to-face interaction. Overcome the limitations Kazis et al, 2007
Traditional versus Online Classroom Advantages: Convenience Instructor Availability Pace of Instruction Consistency of Instruction Disadvantages: 1. Technology Hiccups: Feeling Lost in Cyberspace 2. Nature of Interaction: Lack of Face-to-face/Personal Touch and Asynchronous communication Many educators question whether students in online classes learn as much or receive the same quality of instruction as students in the face-to-face classroom (Cooper, 2001, p. 52) Kazis et al, 2007 Mansour & Mupinga, 2007
Technical Hiccups 1. Lack of Computer Skills 2. Delay Answers to Technical Questions Obstacle that can be overcome 1. Technical Training 2. Faculty must understand that answering technical questions is part of the job Blackboard Tutorial Mansour & Mupinga, 2007
Education and Communication Media Richness Theory: Is measured high to low in the following order: faceto-face being the highest as it has the capacity for direct experience, multiple information cues, immediate feedback, and personal focus (p. 226) Richness pertains to the learning capacity of a communication The richer the media, the greater the capacity for learning Daft & Lengel, 1986
Online Classes How to compensate for the lack of the richness of face-to-face communication in strictly online classes?
Technology Expansion Capacity to provide: 1. Direct Experiences 2. Multiple Information Cues 3. Immediate Feedback 4. Personal Focus Compensate or even substitute for face-to-face richness
Scenarios Student A: Posted 10 questions in Virtual Café regarding the mechanics of the online class. E-mailed you sounding desperate: I can t find anything Student B: Posted 15 questions in Virtual Café regarding the assignment which is to be turned in by Sunday. E-mailed you about the assignment: I just don t get it, what do you really want?
Media Richness and Communication Asynchronous Communication Discussion Boards, Lectures (Impersonal documents), and E-mail Synchronous: simultaneous interactions Telephone, Video Conference, and Wimba Classroom Media Richness, Personal Focus and Sense of Community Good instruction begins by clarifying objectives Wimba Q&A Session and Lectures Jacobs, 2007
Wimba and Telephone Conferences
Learning Styles Visual learners Auditory learners Reading/writing-preference learners Kinesthetic learners or Tactile learners 1. PowerPoint 2. Visual and Audio Materials Video Materials from Publisher Podcasts and YouTube
7 Key principles for Designing a Learning Process that Works 1. Learning is a Social Activity: 2. Integrate Learning into Life: 3. Enable Learning by Doing: 4. Encourage Learning by Discovery: 5. Different Mental Receptors: 6. Make it Fun: 7. Build in Assessment: Leonard & DeLacey, 2002
7 Principles for Good Practice in Undergraduate Education Practice that: 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students 3. Encourages active learning 4. Gives prompt feedback 5. Emphasizes time on task 6. Communicates high expectations, and 7. Respects diverse talents and ways of learning Chickering & Gamson, 1987
30 Things We know for Sure about Adult Learning Adults seek learning due to: Life-changing events or Pleasure/Selfactualization Adults have expectations: Articulate and clarify expectations Adults learn well from dialogue with respected peers and bring in a wealth of knowledge to the classroom: Avoid being sage on the stage and connect theory to practice. Adults want learning that is: Problem-oriented, personalized and accepting of their need for self-directing and personal responsibility. Zemke & Zemke, 1984
Self-Direction Self-direction does not mean isolation 1. Instructor must be present in the discussion providing constant feedback. 2. Instructor must be available for synchronous interaction. 3. Use technology to overcome the lack of face-to-face interaction. Zemke & Zemke, 1984
The Role of Trust in Virtual Teams 3 Questions: 1. Can trust exist in global virtual teams? 2. How is trust developed in virtual teams? 3. What communication behaviors might facilitate trust in global virtual teams. Trust is based on interpersonal relationships Swift Trust Theory: Immediate based on need or temporary task. There is less emphasis on long-run commitment. Communication Behavior that facilitate trust in virtual teams: Social Communication Enthusiasm with positive content Predictable Communication Substantive and Timely Response Jarvenpaa & Leidner, 1999
Conclusion Adults can overcome obstacles when they feel part of an online community Safe Space for peer-learning: praise the baby-steps which leads to walking, then running (which can be in form of a RELAY) Adult teaching should link new learning to what adults want to do with their learning Linda Howard, 2009
Thank you! Questions?
References Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin. Cooper, L. W. (2001). A comparison of online and traditional computer applications classes. T.H.E. Journal, 28(8), p. 52-8. Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32 (5), 554-571. Davenport University Online Site: www.davenport.edu Google Image: http://www.google.com/imghp?hl=en&tab=wi Jacobs, W. (2007). Online discussion in a hybrid information literacy credit course. Education Libraries; 30 (2) 18-26. Jarvenpaa, S.L. & Leidner, D. E. (1999). Communication and trust in global virtual teams. Organization Science; 10 (6), 791 815. Kazis, R., Callahan, A., Davidson, C., McLeod, A., Bosworth, B., Choitz, V. & Hoops, John (2007). Adult Learners in Higher Education: Barriers to Success and Strategies to Improve Results. Jobs for the Future. Employment and Training Administration. Occasional Paper 2007-03. Retrieved from http://www.eric.ed.gov/ericwebportal/search/detailmini.jsp?_nfpb=true&_&ericextsearch_se archvalue_0=ed497801&ericextsearch_searchtype_0=no&accno=ed497801 Leonard, D. & DeLacey, B. (2002). Designing hybrid online/in-class learning programs for adults. Working Paper, p. 1-15. Mansour, B. & Mupinga, D. (2007). Student s Positive and Negative Experiences in Hybrid and Online Classes. College Student Journal, 41 (1), 242-248. Zemke, R. & Zemke, S. (1984). 30 things we know for sure about adult learning. Innovation Abstracts, 6 (8).
Contact Information Feel free to contact me anytime at: Sandra Graca sandra.graca@davenport.edu Phone: 269-506-1935