Academic Learning Teams in Accelerated Adult Programs

Favor, Judy K.; Kulp, Amanda M.

doi:10.1177/1045159515596928

Cited by 4 publications

(7 citation statements)

References 20 publications

(21 reference statements)

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“…Favor and Kulp (2015) offered a different view of adult learning online. The authors, comparing students’ perceptions of learning teams in online and campus accelerated adult programs, while acknowledging that the study was conducted at only one institution, reported that online adult students were more likely to prefer individual work compared with campus students and believed that working in teams did not enhance their learning experience (Favor and Kulp, 2015).…”

Section: Core Beliefs Weaknesses and Implications For Adult Online Learningmentioning

confidence: 99%

Adult learning theories: implications for online instruction

Arghode

Brieger

McLean

2017

EJTD

102

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Purpose This paper analyzes critically four selected learning theories and their role in online instruction for adults. Design/methodology/approach A literature review was conducted to analyze the theories. Findings The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning. Research limitations/implications Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning. Practical implications This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement. Originality/value This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

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Section: Core Beliefs Weaknesses and Implications For Adult Online Learningmentioning

confidence: 99%

Adult learning theories: implications for online instruction

Arghode

Brieger

McLean

2017

EJTD

102

View full text Add to dashboard Cite

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“…Examples of the second category of challenges are the nature of activities, the structure of activities, and the availability of scaffolding (Falcione et al, 2019;Han & Ellis, 2021;Tan et al, 2016). Student factors are the third category of challenges, including students' attitudes, emotions, self-efficacy, self-regulation, and metacognition (Han & Ellis, 2021;Favor & Kulp, 2015). Among all challenges, student factors might be the leading impediment to the success of collaborative learning.…”

Section: B Challenges In Implementing Collaborative Projectsmentioning

confidence: 99%

“…Without all team members' commitment to collaborative learning, the failure of learning could develop from ineffective communication, different discernments of quality work, the unequal contribution of efforts among team members, and the reluctance to accommodating multiple individuals' schedules (Busch et al, 2021;Butt, 2017). Additionally, some students voice anxiety and frustration because they work with teammates with different mindsets and goals or are less engaged in team-based activities (Busch et al, 2021;Favor & Kulp, 2015;Kima & Lim, 2018).…”

Section: B Challenges In Implementing Collaborative Projectsmentioning

confidence: 99%

“…Especially in the online learning environment, students are adult learners who reside in different time zones and have different working schedules, which poses additional challenges and leads to increased complexity in communication, collaboration, and setting deadlines for the team project (Brannen et al, 2021;Favor & Kulp, 2015;Robertson& Riggs, 2018). Likewise, some students do not favor teamwork because of the negative experiences of working with other students who might face a family emergency or unexpected job demands, which could delay their team progress and, eventually, affect the team grades (Azar et al, 2021;Busch et al 2021).…”

Section: B Challenges In Implementing Collaborative Projectsmentioning

confidence: 99%

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Implementing Collaborative Project and E-Portfolio in an Online Graduate Course: A Case Study

Lu¹,

Gustavus²

2023

IJSSHR

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The ability to work in teams is an imperative competency in today’s complex healthcare delivery system. Collaborative learning allows students to cultivate teamwork, communication, critical thinking, and problem-solving skills. Collaborative learning activity is an essential pedagogical approach to prepare students to meet the need of the healthcare workforce. This paper presents a research study in which a collaborative project was implemented in a redesigned healthcare administration course in an online graduate program. The objectives of this study were to evaluate the effectiveness of this revised course and uncover solutions to improve the implementation of the collaborative project and the usefulness of this course. Students’ perceptions of completing a collaborative project and other learning activities such as ePortfolio were explored. Even though some students enjoyed collaborating with their teammates, other students did not like the collaborative project. The barriers to a successful collaborative project discovered in this study were also revealed in prior empirical studies. Limitations of this research were also presented. The recommendation was proposed for better integration of collaborative projects into the curricula of a program.

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“…Some studies present methods for designing optimal courses (Katzenstein et al, 1994;Dubas & Strong, 1993) or enhancing existing courses (Dubas et al, 2016) while others have offered guidelines for enhanced online discussion (Favor & Kulp, 2015) and rubrics for assessment of participation in online discussion (Hazari, 2004;Kayler & Weller, 2007;Alden, 2011).…”

mentioning

confidence: 99%

Improving a graduate Marketing Management course: a case study with input from students

Dubas

Cerra

2016

Innovative Marketing

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The authors develop a conceptual model of a student's course satisfaction based on several factors that influence course learning outcomes and student's satisfaction. This model provides a general framework to guide course design and to influence students' course outcomes. A Marketing Management course is a part of a typical MBA program. This paper presents ideas for enhancing the design and teaching of such a course in an online setting based on teaching experience at MBA programs at several universities in the USA. Suggestions are also presented for improving team productivity and the quality of team output in an online setting. As a case study, the authors discuss a graduate Marketing Management course that was taught at a private US university in summer 2016. They discuss the design, teaching and strategies for enhancing student learning outcomes in this course. Suggestions by students to improve this course are also presented.

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Academic Learning Teams in Accelerated Adult Programs

Cited by 4 publications

References 20 publications

Adult learning theories: implications for online instruction

Adult learning theories: implications for online instruction

Implementing Collaborative Project and E-Portfolio in an Online Graduate Course: A Case Study

Improving a graduate Marketing Management course: a case study with input from students

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