Online Postsecondary Adult Learners: An Analysis of Adult Learner Characteristics and Online Course Taking Preferences

photographer, Gardner, Alexander, ,; Maietta, Heather N.; Gardner, Philip D.; Perkins, Niki

doi:10.1080/08923647.2021.1928434

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…However, the findings contradict that of Gardner et al. 's study (2022), which reported that gender, age, programme enrolled (e.g. certificate, bachelor's), academic programme (e.g.…”

Section: Discussioncontrasting

confidence: 95%

“…Nevertheless, there were a few studies comparing more than one learning environment; for example, learner demographics (e.g. marital status, number of dependents, enrolment status) and adult learners' preferences for online, hybrid, or in-person programmes (Gardner et al, 2022); and factors such as personal, logistics, teaching and learning, advice and marketing, support, environment; and student choice of on-campus, distance, or open and online mode (Bailey et al, 2015). Because many students would have experienced online learning due to campus closure during COVID-19, they can now better compare face-to-face classroom learning, blended learning and online learning.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the role of learner characteristics in learners' learning environment preferences

Chaw

Tang

2022

IJEM

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PurposeThis study intends to examine whether the reasons learners like or dislike a learning environment can help explain the differences in the characteristics of the learner and whether learner characteristics can influence a learner's preference for a learning environment.Design/methodology/approachThis study adopted an exploratory sequential mixed methods research design. The study first conducted focus groups with university students to uncover their learner characteristics by examining the reasons they liked or disliked a learning environment. This was followed by a questionnaire survey to explore how these learner characteristics influenced learner inclination for a learning environment. The survey data were analysed using exploratory and confirmatory factor analysis (partial least squares structural equation modelling).FindingsThe findings showed that two types of learner characteristics, i.e. online learner characteristics and classroom learner characteristics, significantly affected learner inclination for a learning environment. Analyses also indicated that learner demographics had no major moderating effect between learner characteristics and learner inclination for a learning environment.Practical implicationsThe findings can be useful for education institutions, learning designers and academics to design engaging learning activities to better support different learning needs.Originality/valueThis study makes a novel attempt to distinguish learner characteristics based on the reasons learners like or dislike a learning environment and establishes that individual learners' characteristics play a role in influencing their preference for a specific learning environment.

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“…However, the findings contradict that of Gardner et al. 's study (2022), which reported that gender, age, programme enrolled (e.g. certificate, bachelor's), academic programme (e.g.…”

Section: Discussioncontrasting

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Exploring the role of learner characteristics in learners' learning environment preferences

Chaw

Tang

2022

IJEM

View full text Add to dashboard Cite

show abstract

“…According to research, most adult learners prefer online learning because of their fullor part-time working hours (Yunus et al, 2015). They may also be married and have children (Gardner et al, 2022). Online education may be their only option because they live far from college campuses.…”

Section: Introductionmentioning

confidence: 99%

Andragogical principles in a gamification concept: how does it work for adult learners in an online class?

Zainuddin

Rasyidin

Zanzibar

et al. 2023

JARHE

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PurposeA lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.Design/methodology/approachThe study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.FindingsThe findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.Originality/valueFor its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

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Blurring the Boundaries of Teaching Modes to Improve the Experience of Professional Learners

Cai

2024

Innovative Practices in Teaching Information Sciences and Technology

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Online Postsecondary Adult Learners: An Analysis of Adult Learner Characteristics and Online Course Taking Preferences

Cited by 6 publications

References 20 publications

Exploring the role of learner characteristics in learners' learning environment preferences

Exploring the role of learner characteristics in learners' learning environment preferences

Andragogical principles in a gamification concept: how does it work for adult learners in an online class?

Blurring the Boundaries of Teaching Modes to Improve the Experience of Professional Learners

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