Benefits of Online Education for Adults

Online education has emerged as a result of technological development and globalization, and it is expanding quickly all over the world. Students from anywhere in the world can enroll in any course or program offered by a higher education institution as long as they have access to the internet. Because online learning is convenient, older generations who want to further their education are choosing to enroll in online courses as a means of advancing their academic careers. There are advantages to e-learning that encourage more people to use these applications. The major advantage is the convenience. Since most adults are committed in the workplace during the work time, they are often tired by the evening and would rather rest during the weekends. The convenience of online studies set in as it allows such adults into studying in the evening and from the comfort of their rooms.

Given this new model of study, researchers have come up to investigate this field to gain sufficient knowledge about its functioning. However, there seems to be insufficient research that fully discloses the benefits of undertaking online study among adults. The purpose of this paper is to review the available literature on the field and provide an insight to what is already known about the benefits of adult online education.

Ausburn, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 327-337.

In this study, the researcher opts to describe the elements which are most valued by adult learners who research a combined environment. This consists of both the web-based education model and the traditional educational method which mainly depends on face to face communication. The researcher identified the core features in the online studies and their instructional goals by obtaining data from a sample of 67 adult learners. The data collected was classified and compared across group rankings. Subgroups based on pre-course technology, gender, the skills on experience and self-direction with those of various sub‐groups based on pre‐course technology, gender, self‐direction skills, and experiences, as well as the preferred learning strategies as measured using the model known as Assessing the Learning Strategies of Adults. The findings of this research support the concepts of adult education which showed that adults are concerned with options contained in course designs, variety, self-direction, a learning group and personalization of studies. The findings further identified differences included in learning emphasis which could be attributed to differentials in preferred learning strategies, self‐directed learning, gender, as well as the previous encounters with technology.

Chen, F. (2017). An Alternative Pathway to College: A Qualitative Case Study of an Adult Learner in an Online Competency-Based Education (CBE) Bachelor’s Degree Program.

In this study, the researcher offered to investigate the experiences of adult learners who apply online competency-based education (CBE) in undertaking their bachelor’s degree program. The objective was to gain insight as to competency based education transforms traditional post-secondary practices on education. Furthermore, the study looked into how competency-based education serves the adult students’ needs especially those applying non-traditional approaches in attaining higher education. A qualitative case study approach was used in this research whereby the participants were public institution adult learners who were enrolled in an online competency-based education bachelor's degree program. Document analysis, Face-to-face interviews, participant-guided web tours, as well as observation of the participants for six months was applied to collect research data. The study focus on adult studies as self-directed, flexible, social, goal-oriented, results-driven, change oriented, as well as a scaffolding process. The researcher found out that competency-based education makes a valuable supplement to traditional models of higher education.

Choi, J.-H. P. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Journal of Educational Technology & Society, 207-217.

According to the researchers, the benefits of online studies have led to a rapid growth in the number of online-learners who are adults. However, there has been a high rate of dropouts in these programs. The objective of this study was to determine whether the dropouts had differences regarding their characteristics such as gender, age, and the level of education. Moreover, external factors and internal factors were also analyzed. A quantitative research approach was applied whereby data from 147 online students who had dropped out was collected. The researchers found out that there were some statistical differences between relevance and satisfaction and organizational support and family. The prediction of the potential for adults dropping out of online studies could be attributed to factors such as corporate support, relevance, family support, as well as satisfaction. To achieve a lower rate of adult students’ dropout, the researchers recommended that the instructors or developers of online educational programs should find new ways that would enhance the program’s relevance. Moreover, for the adults to enjoy and finish the online programs, organizations should support them as soon as they register.

Donavant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Sage Journals.

As noted by the researcher, adult education as a unique field has created a paradigm shift. Due to the advancement in technology, this can be further described as a paradigm creep. The researcher carried out a quasi-experimental study which examined the effectiveness of online studies for boosting professional development. The American police officers were used as the population sample whereby online education was compared to the traditional learning models. Open ended questionnaires and quantitative analysis methods were used to determine the potential performance differentials between online adult learners from different demographic backgrounds. Moreover, the researcher evaluated the perception of online education among the various students. Findings showed that there was no significant difference in the effectiveness of both education models. However, it revealed a statistically significant relationship between the level of formal education and the success potential of online learning. The study also deducts that online education is more appropriate for the professional development of the adult learners as it also exposes them to further training opportunities.

Dumais, S. A., Rizzuto, T. E., Cleary, J., & Dowden, L. (2013). Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students. American Journal of Distance Education, 100-110.

In this study, the researchers applied a mixed method model to explore how adult online students perceive the model as an avenue for achieving their desired objectives in pursuing further education. The researchers also had the aim of identifying the possible obstacles, support offered by the responsible institution that helps them in progressing in the online pursuit. The researcher considered the existing differentials between two categories of online learners, the first generation and the continuing generation of online students. A survey was carried out to gather data for analysis. The findings show that most of the adult online students both the ongoing and first generation believed that they had sufficient abilities to succeed in the online studies. In consideration of other commitments that make the adults opt for online education, the first-generation of adult online students were cited a demanding work environment as a negative influence hindering their academic progress. However, regarding institutional support, both categories of learners utilize the support offered especially on technical and curriculum support. As a recommendation, the researchers suggested that institutions offering online studies should consider the general status of the learners when developing the services and programs for the adult online learners.

Kuo, Y.-C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 661-680.

The researchers in this study conducted an investigation on the perception by online adult students towards interactions, performance, and satisfaction of the online courses. They applied the Blackboard platform model of inquiry whereby course-related and student background variables were investigated. To evaluate the extent of interaction, the relationship between the online student, course instructor, course content, and classmates were evaluated. The sample population of 167 individuals was constituted by the minority who had enrolled for online courses in a United States university from the South-eastern. Findings showed that I the absence of group activities, the interaction between the learner and content, and student and course instructor played a crucial role in determining online education satisfaction. It was also found out that there is a positive relationship between Internet self-efficacy and the three levels of interaction. The background of the online students influenced the Learner–instructor interaction while the course-related variables influence the relationships between the learners. Moreover, the learner-content interaction changed the satisfaction of online education; however, this factor was not affected by the course-related and student-related variables.

Mason, R. (2007). Learning technologies for adult continuing education. Studies in Continuing Education, 121-133.

The researcher in his study opts to focus on a discussion about three technological advances as used by adults who choose to continue their education using an online learning approach. The sample population utilized for the study consisted of adults pursuing online Masters programs. The online platforms that were considered included; learning objectives, blogging, and the application of e-portfolios. Based on the relevant discussions on literature supporting the online programs among adults, the researcher created a basis for his discussion. He notes that online students apply the three technologies for self-directed learning, choice of activities to undertake, as well as for after study reflection purposes. Despite the benefits and success of these technologies in assisting the adult students in undertaking their online courses, the researcher further notes that those students who pursue online Masters are not necessarily adults but are much less of being called adults.

Stephens, M. L., Coryell, J., & Pena, C. (2017). Adult Education-Related Graduate Degrees Inside the Challenges and Benefits of Online Programming. Adult Education Research Conference. Retrieved from http://newprairiepress.org/cgi/viewcontent.cgi?article=3880&context=aerc

The objective of this study was to explore the program instructors’/coordinators experiences in teaching adult online learners in their desire to acquire graduate degrees. Specifically, the researchers examined the perspectives of the instructors about the challenges and benefits that both the instructors and students gain from the environment of online learning. Recommendations were to be made for those intending to transition their programs to online programs. The inspiration to conduct the study was as a result of the author’s intention to transition her masters’ studies to an online program. The literature review showed that the faculty involved was primarily concerned with designing and delivering the program without consideration of the experience of the instructor. A qualitative research approach was adopted whereby Semi-structured interviews were administered probing the challenges and benefits of online studies to both the instructor and the adult students. Findings showed that the design and development of the online program are tasked to the instructor and while administrations just support the program. Professional development was recommended for course design and construction so that the adult learners can completely reap the benefits of online studies.

Yoo, S. J., & Huang, W. D. (2013). Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences. The Journal of Continuing Higher Education, 151-164.

The researchers in this study noticed that most universities nowadays offer online degree programs and the number of such programs is on the increase in the U.S. They also note that interacting with the online adult students in these degree programs is a difficult task unlike previously when the program was still new. The study was carried out in the Land Grant University whereby an examination with regards to the motivational factors which contribute to the engagement of adult learners towards the online programs was conducted. The researchers used surveys as a means of collecting data whereby 190 survey sets were used to get the desired data for analysis. The research by applying a quantitative approach came up with four major motivational factors which contributed towards the learners’ selection of the online graduate programs. Intrinsic motivators could be attributed to Gender differences while age differences influenced the online students’ long and short-term external motivations.

Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 71-87.

In this study, the research objective was to examine adult learners’ emotions concerning having undertaken an online program. Moreover, the researchers wanted to identify the online course which they took first as a result of undertaking e-learning. The researcher created a theoretical approach and formulated a method to determine how emotional discourses are applied by adult students, the roles they assume in influencing online learning, as well as determining how these emotions change over a single year of online study. The researchers found out three major insights which showed how the online adult learners emotionally respond and talk about their emotions as a result of undertaking online courses. Secondly, they noticed how the demands of online learning change their way of talking as from the start of the program. Thirdly the study revealed the differences in emotional responses concerning both men and women who undertake online studies.

References

Ausburn, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 327-337.

Chen, F. (2017). An Alternative Pathway to College: A Qualitative Case Study of an Adult Learner in an Online Competency-Based Education (CBE) Bachelor’s Degree Program.

Choi, J.-H. P. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. ournal of Educational Technology & Society, 207-217.

Donavant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Sage Journals.

Dumais, S. A., Rizzuto, T. E., Cleary, J., & Dowden, L. (2013). Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students. American Journal of Distance Education , 100-110.

Kuo, Y.-C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 661-680.

Mason, R. (2007). Learning technologies for adult continuing education. Studies in Continuing Education, 121-133.

Stephens, M. L., Coryell, J., & Pena, C. (2017). Adult Education-Related Graduate Degrees Inside the Challenges and Benefits of Online Programming. Adult Education Research Conference. Retrieved from http://newprairiepress.org/cgi/viewcontent.cgi?article=3880&context=aerc

Thompson, J. J., & Porto, S. C. (2014). Supporting wellness in adult online education. doi:http://dx.doi.org/10.5944/openpraxis.6.1.100

Yoo, S. J., & Huang, W. D. (2013). Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences. The Journal of Continuing Higher Education , 151-164.

Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 71-87.