Enabling Technologies for Adult Distance Learners

Springer International Publishing eBooks, 2022

More than 40% of undergraduate students are 24 years of age or older [1], and over half of these students are enrolled in distance education [2]. Yet, adults do not fare as well as traditional-aged college students who are four times as likely to graduate [3]. Understanding the needs of the adult learner in distance education is important for improving their experience and outcomes. By combining cognitive, social, and emotional factors, sensitive to the impact of context, we can develop programming that meets the needs of the whole learner. Drawing from the science of learning, I will outline the components of my conceptual model for meeting the needs of adult learners in distance education. There is a diverse body of evidencebased instructional practices to support each of the factors in this model, but additional research may show significant interaction effects that may be especially beneficial for adult learners in distance education.

This paper provides readers with an observation of an adult distance education programme, which took place in Malaysia. These observations are presented in terms of: study mode, course design, and interaction between three distinct student groups, and their teachers. Other factors that influence adult distance learning melded with traditional classroom settings were also observed. These factors included the demographics of distance learning students, type and nature of student-to-student and teacher-to-student interaction, students' employment, prior employment, and the subject studied. Our observation suggest that appropriate distance education design, coupled with hybrid opportunities for Interaction among students engaged in distance and traditional on-campus modalities, optimise the learning experience of students engaged in both types of learning. Our observations also indicate that factors such as Web-based course design, students' previoustechnical competencies and employment history, must also be taken intoconsideration, when designing and delivering distance education programmes ofstudy. The authors conclude from their observations that further research is neededin terms of proper distance education course design that address environmentalfactors such as students' employment history, previous educational experiences,and comfort levels using information and communications technology. Key words: adult distance education, distance learning, Web, communication, Web course design, teacher-student interaction

2004

2005

TOJDE Courses and programs being delivered at a distance require a unique set of professional competencies. Whether using synchronous or asynchronous methods of instruction, systematic instructional design can help stimulate motivation, increase interaction and social presence, and authenticate learning outcomes. Principles of adult learning, including self-directed and studentcentered learning approaches are emphasized in these Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners. It is designed to be theory to practice, with readers gaining the necessary knowledge, skills, and abilities to be successful in teaching or training using technology-mediated instruction. Major sections include: Foundations of Teaching and Learning at a Distance, Adult Learning, Instructional Design, Technology Knowledge and Skills, Administrative Issues, and Future Directions.

თავდაცვა და მეცნიერება, 2022

Since there are no scheduled classes to attend and all necessary information is available online, distance education has replaced synchronous learning for many students and teachers during the pandemic. However, we are still unsure of the long-term effects of distance learning and whether it provides the same value as learning in a classroom face-to-face. This article discusses important challenges that colleges must take into account, such as how to help students without dependable internet access or technology participate in digital learning, as well as some specific issues related to the management of remote learning.

ACM SIGCSE Bulletin, 1996

The Open University, which teaches around 150,000 students at a distance, is examining the adaptation of its distance teaching methods for the Internet, and its Computing Department has undertaken a sequence of trials to investigate both the technical and educational issues involved. Two smallscale trials were run in 1995, and this paper will describe their successor trials being run in 1996: 300 students on an entry-Ievel Computing course, and 50 students on an upper-level course. This paper introduces the OU'S distance teaching structure; describes the trials investigating the effect of electronic communication on students, tutors, counselors, and administrators; and discusses the infrastructure and the electronic tutorials that have been developed. The paper concludes with a list of issues which arise.

2003

, computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this 2 Shih, Hung, Ma, and Jin

Online Journal of Distance Learning Administration, 1998

Many traditional colleges and universities have been forced to embrace distance education as a result of the changing demographics of the student population. Part of the change is the student's access to efficient and relevant information. In turn, they are requiring educational institutions to apply efficient information access to academic programs and courses. The information technology exists for this application providing for computer-based instruction or asynchronous learning networks. These provisions are creating the "virtual campus". Many institutions have overlooked, or are not aware of, the dimensions of this new classroom. The asynchronous environment raises a number of concerns for institutions, the most essential aspect being the support of the distant student. This support raises new challenges in meeting the fundamental requirement of any higher education institution -providing skills to students so that they can process information, address its relevance and acquire knowledge. It is essential for institutions to develop a system analysis and design so that distance education can be incorporated into its overall educational system. There have been a number of system models developed to support distance education, however, since each institution has a unique culture and special needs, a unique system designs must be developed that is tailored for the institution. This paper will offer a prototype of a general system model for application.

2003 Annual Conference Proceedings

Despite the recent downturn in the nation's economy, the demand for well-trained engineers and technologists who are prepared to make immediate contributions to the industry continues to be at an all time high. Recent innovations in communications and networking technology have produced an explosion of distance delivery methods and techniques. This has provided academic institutions with the much-needed opportunity to reach remote audiences with their program offerings. Many educational institutions have become engaged in delivering their technical courses to remote locations within the country in order to try to meet the high demand for graduates. This paper will discuss the efforts undertaken at Florida A&M University (FAMU) to deliver the upper division courses of its Electronic Engineering Technology (EET) curriculum to its satellite campuses within the state of Florida. The preferred means of delivering its technical courses that has been chosen by FAMU is through the use of compressed video with taped backup in an interactive instructional setting. A review of established distance delivery techniques reveals that the use of compressed video and the Internet are the most prevalent techniques employed by academic institutions throughout the nation. It appears, however, that interactive classroom instruction via compressed video is the preferred means of delivery for highly technical content. The experiences gained at FAMU through this program will be discussed. I.

British Journal of Educational Technology, 2001

Over the past several decades, professionals in the field of instructional technology have witnessed a progression of varying "technologies" that can be utilized for the presentation of educational materials to students in a variety of environments. These technologies have included 16mm films, educational filmstrips, 35mm slides, instructional videotapes, computers, and computerbased instruction, to name a few. While the specific hardware and software varied significantly over time, these systems generally focused on the delivery of educational materials to students within traditional institutions learning through group-based or individualized instruction.