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Adult Learners in the Online Environment: What Creates SUCCESS?,[object Object],Angela M. Gibson, Ed.D.American Public University System,[object Object], Lori Kupczynski, Ed.D.Texas A&M University-Kingsville,[object Object],15th Annual Sloan-C InternationalConference on Online Learning,[object Object],Friday, October 30, 2009,[object Object]
Introductions,[object Object],Andragogy and Applications for Higher Education,[object Object],Illustrate Value of Andragogy,[object Object],Exemplification of Learning Type Within Online Classrooms,[object Object],Discussion with Audience on Personal Experiences & Best Practices for Adult Learners in Online Learning,[object Object],Small Group Breakout,[object Object],Whole Audience,[object Object],Questions & Answers,[object Object],Adult Learners in the Online Environment - Agenda,[object Object]
Adult Learners - Introductions,[object Object],Angela M. Gibson, Ed.D.,[object Object],Angela serves as the Instructional Design Project Leader for American Public University System’s Instructional Design and Development Team.  With a background in educational leadership, adult education, community colleges, and student affairs, her research interests include student engagement and success, the role of technology in course design and instruction, and Hispanic student success.,[object Object],Lori Kupczynski, Ed.D.,[object Object],Lori Kupczynski, Ed.D. serves as an educational consultant across the United States at multiple institutions of higher learning. She is an adjunct instructor of Adult Education at Texas A&M University-Kingsville.  Her research interests center upon Internet-based instruction and the role of the adult learner, with emphasis in instructional design.,[object Object]
There is one way to teach,[object Object],There is one way to learn,[object Object],All students can be taught the same,[object Object],All students learn the same,[object Object],All learning can be delivered in the same way,[object Object],All students use one delivery system to learn,[object Object],Andragogy & Applications in Higher Education,[object Object]
Learning Theories and Instructional Pathways for Adult Learners in the Online Environment
Andragogy & Applications in Higher Education,[object Object],Andragogy is DIFFERENT from pedagogy,[object Object],But first – some things to consider,[object Object],We want our students to understand how their learning can impact their entire lives, not just their grades,[object Object],We want our students to excel beyond the minimum standards,[object Object],We want our students to be socially conscious,[object Object],We expect education to come first in their schedules,[object Object],We want them to be motivated,[object Object]
How do we do the things we want our students to do when there are obstacles?,[object Object],Students & faculty/staff are busy,[object Object],Often the least amount of efforts are put into work,[object Object],The “why should I” is always present,[object Object],We want it and we want it now ,[object Object],Andragogy & Applications in Higher Education,[object Object]
Know your student,[object Object],Andragogy & Applications in Higher Education,[object Object]
Andragogy: Definition,[object Object],Andragogy is the art and science of teaching adults and the proper place to begin formulating theory for higher education. ,[object Object],Adult learners tend to have different learning experiences than younger students and educators have difficulty in distinguishing between andragogy and pedagogy.(Galbriath, 2004; Knowles, 1970).,[object Object]
Andragogy: Characteristics,[object Object],Career or multiple careers,[object Object],Family—children and aging members reliant on them,[object Object],Unstable social structures	,[object Object],Transportation issues,[object Object],Childcare issues,[object Object],Need for money,[object Object],Issues with domestic violence,[object Object],Non-formal learning experiences,[object Object],Voluntary learners,[object Object],Baby Boomers,[object Object],Generation X,[object Object],Early born Millennials(Strauss and Howe, 1991),[object Object]
Andragogy: By the Numbers,[object Object],For many of us, the word “college” is synonymous with young students, ivy covered buildings, dormitory life, and “the final four.” ,[object Object],“Traditional” 18-22 year-old full-time undergraduate student residing on campus = 16 percent of the higher education population in the United States,[object Object],Fewer than 3 million of the 17+ million students enrolled (2006). ,[object Object], 								(Stokes, 2006),[object Object]
Andragogy: By the Numbers,[object Object],The “traditional” student is anything but traditional rather “conventional”.,[object Object],40 percent of today’s students study part-time. ,[object Object],40 percent attend two-year institutions. ,[object Object],40 percent are aged 25 or older. ,[object Object],58 percent are aged 22 or older.,[object Object],(Stokes, 2006),[object Object]
Concepts in Andragogy to Consider for Application to Online Learning,[object Object],Experiential learning,[object Object],Knowledge of concepts, facts, information, and experience; ,[object Object],Prior knowledge applied to current, ongoing events; and ,[object Object],Reflection  with a thoughtful analysis and assessment of learners’ activity that contributes to personal growth. ,[object Object],(Cercone, 2008),[object Object]
Concepts: Application – cont.,[object Object],Self-directed learning,[object Object],Locus of control in learning lies with the adult learner, who may initiate learning with or without assistance from others.(Lowry, 1989),[object Object],Transformative learning,[object Object],A constructivist theory of adult learning,[object Object],Individual transformation includes a change in one’s frame of reference or way of seeing the world. (Mezirow, 1997; Palloff& Pratt, 1999),[object Object]
Theory to Practice,[object Object],Consider limitations when designing a course.,[object Object],Consider learning styles—individualize the learning experience. ,[object Object],Engage the learners in the learning process.,[object Object],Provide scaffolding.,[object Object]
Theory to Practice – cont.,[object Object],Support the shift to a learner-centered paradigm.,[object Object],Facilitate.,[object Object],Consider the learner’s prior experience.,[object Object],Ensure there is a link to the learning and the students’ lives.,[object Object],Focus on issues that directly concern them. Tell them what, how, and why they are learning.,[object Object]
Theory to Practice – cont.,[object Object],Allow learners to test learning as the move forward.,[object Object],Provide a collaborative, respectful and informal learning climate. ,[object Object],Allow for self-reflection.,[object Object],Provide dialogue and social interaction.,[object Object]
Andragogy: Educational Challenges & Online Solutions,[object Object]
Andragogy: Educational Challenges & Online Solutions  –  cont.,[object Object]
Andragogy: Educational Challenges & Online Solutions  –  cont.,[object Object],Source: Encyclopedia of Educational Technology,[object Object]
Community of Inquiry Framework,[object Object],Garrison, 2000,[object Object]
Small Group Break Outs,[object Object]
Conclusion,[object Object],Adult learners are important, yet neglected,[object Object],Strategies for online learning include course development to community engagement to class settings,[object Object],Pedagogy and Andragogy can mix,[object Object],Know your students,[object Object]
Questions & Answers,[object Object],Thank You!!!!,[object Object]
Contact Information,[object Object],Angela M. Gibson, Ed.D.,[object Object],American Public University System,[object Object],111 W. Congress St.,[object Object],Charles Town, WV 25414,[object Object],o) 304-724-2804  agibson@apus.edu ,[object Object],Lori Kupczynski, Ed.D.,[object Object],Texas A&M University - Kingsville,[object Object],12206 Stable Pond Dr.,[object Object],San Antonio, TX 78249,[object Object],c) 956-648-7617   capitola16@yahoo.com,[object Object]
References,[object Object],Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.,[object Object],Frey, B. A., & Alman, S. W. (2003). Applying adult learning theory to the online classroom. New Horizons in Adult Education, 17(1), 4-12.,[object Object],Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61- 72.,[object Object],Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.,[object Object],Green, J. (1999). Andragogy: Teaching adults. Retrieved September 17, 2009, from http://coe.sdsu.edu/eet/Articles/andragogy/index.htm.,[object Object],Knowles, M. (1986). The adult learner: A neglected species. Houston: Gulf Publishing.,[object Object],Lowry, C. M. (1989). Supporting and facilitating self-directed learning. (ERIC Document Reproduction Service No. ED312 457). Retrieved March 31, 2009, from http://www.ntlf.com/html/lib/bib/89dig.htm,[object Object]
References – cont.,[object Object],Mezirow, J. (1997). Transformative learning. New Directions for Adult and Continuing Education, 74, 5-12.,[object Object],Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood (2nd ed.). San Francisco: Jossey-Bass.,[object Object],Moore, M. G., & Kearsley, G. (1996). Distance education a systems view. Belmont, CA: Wadsworth.,[object Object],Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass.,[object Object],Schapiro, S.A. (2003). From andragogy to collaborative, critical pedagogy: Learning for academic, personal, and social empowerment in a distance-learning, Ph.D. program. Journal of Transformative Education,1(2), 150-166.,[object Object],Strauss, W., & Howe, N. (1991). Generations: The History of America's Future, 1584 to 2069. New York: William Morrow & Company, Inc.,[object Object],Stokes, P. (2006). Hidden in Plain Sight: Adult Learners Forge a New Tradition in Higher Education. A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education [Issue Paper]. Retrieved July 7, 2009, from http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/stokes.pdf,[object Object]
Additional Resources,[object Object],Arnett, J. J.  (2000).  Emerging adulthood:  A theory of development from the late teens through the early twenties.  American Psychologist, 5(55), 469-480.,[object Object],Arnett, J. J.  (2001).  Conceptions of the transition to adulthood:  Perspectives from adolescence through midlife.  Journal of Adult Development, 8(2), 134-143.,[object Object],Arnett, J. J.  (2003).  Conceptions of the transition to adulthood among emerging adults in American ethnic groups.  New Directions for Child and Adolescent Development, 100, 63-75.,[object Object],Arnett, J. J.  (2006).  Emerging adulthood in Europe:  A response to Bynner.  Journal of ,[object Object],	Youth Studies, 9(1), 111-123. ,[object Object],Boehle, S. (2008). How to design e-learning for multiple generations. Retrieved September 14, 2009, from http://www.managesmarter.com/msg/content_display/training/e3ifd9d309a05210550b50be9a8c2ab5001,[object Object]
Additional Resources – cont.,[object Object],Huang, H-M., (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.,[object Object],Kazis, R., Callahan, A., Davidson, C., McLeod, A., Bosworth, B., Choitz, V., & Hoops, J. (2007). Adult Learners in Higher Education: Barriers to Success and Strategies to Improve Results. Employment and Training Administration Occasional Paper 2007-03.  From the U.S. Department of Labor. (ERIC Document Reproduction Service No. ED497801). http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED497801&ERICExtSearch_SearchType_0=no&accno=ED497801,[object Object],Oblinger, D., & Oblinger, J. L. (ed). Educating the Net Generation. Retrieved October 1, 2009, from http://net.educause.edu/ir/library/pdf/pub7101.pdf,[object Object]

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Learning Theories and Instructional Pathways for Adult Learners in the Online Environment

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