Group 1

Figure 1. Graduation, Adapted from “Photo Dictionary,” 2012,
Graduation Cap. Retrieved March 18, 2012 from http://photo-
dictionary.com/phrase/416/graduation-cap.html#b GROUP 1: ONLINE EDUCATION 1

Figure 3. Working Mom. Adapted from “That’s About it,” April 28, 2011, Working
Mom’s Greatest Enemy. Retrieved March 28, 2012 from
http://apalulu.blogspot.ca/2011/04/working-moms-greatest-enemy.html

GROUP 1: ONLINE EDUCATION 2

The experience of
online learning in
relation to adult
Figure 2. Online Ed. Adapted from “OLX,” 2012,
learning principles.
Online training on TERA DATA from hyd.
Retrieved March 18, 2012 from
http://bluemont.olx.com/online-training-on-
tera-data-from-hyd-iid-45576120


Emilena Clamut is Nurse Practitioner, working full time.

She resides in Toronto with her husband and two young
children. She commutes an hour to Hamilton for work
Monday through Friday on the go-bus. Emilena is feeling
the pressure and stress of long shifts, daily commutes and
an abundance of work at home. She wishes she could
spend more valuable time with her family.

Emilena’s solution to being closer to her family and
having more time to spend with them is to further her
education so that she can teach other aspiring Nurse
Practitioners at the university closer to home. She has
decided to take part-time online courses, hoping to obtain
a certificate for ‘Adult Education’. Emilena has a multitude
of issues to overcome, including her first time experience
with online education. How will she get ‘superpower’
abilities to manage everything?

Monique Ringer is the instructor for the online ‘Adult
Education’ program. She resides in Vancouver, BC, and too
has a busy personal and professional life. She has been
Figure 1. Wonder Woman. Adapted from
teaching distance education online for several years and
“Wonder Woman Costume,” by C. Keane, has the experience and knowledge required to help
2010, Costume Designer and Cosplay
Model. Retreieved March 16, 2012 from
Emilena and other adult learners cope with their
http://www.candy-lee.com/Wonder- challenges.
Woman.html

Monique asked each of the adult leaners enrolled
in the online Adult Education Program to create a
student profile prior to beginning the course.

Student Profile requirements:
 Facts about yourself within your personal comfort
zone
 Experience with teaching and/or training adults, if
applicable
 Previous exposure to online learning and distance
education
 Hopes and fears you have with regards to this online
learning journey


 Married, two young children,
 Facts
full-time Nurse Practitioner,
commutes to work
 Teaching  No teaching experience
Experience
 No online education experience

 Hopes to spend more time with
 Online education her family by working closer to
experience home as an instructor for Nurse
Practitioners
 Hope and fears  Fears of failure due to lack of
experience and stress from a
busy professional and personal
life

 Adult learners are self directed

 Adult learners possess years of experience

 Adult learners possess internal and external motivation

 Adult learners relate learning to their own experiences

 Adult learners bring life experience and depth of
knowledge to courses they choose to take.

 Adult learners learn based on their age and stages in life.

Course material should incorporate projects and discussions
that all course participants can contribute to. (Knowles in
Moyer&Wittman-Price, 2008)


Vocational learning is defined as any experience or activity
that improves our knowledge or skills within a specific job or
role. In Emilena’s case, it would directly relate to becoming
an instructor for other aspiring Nurse Practitioner’s through
online distance education while maintaining her current role
as a Nurse Practitioner. This will allow Emilena to balance and
plan for the course workload along with her other tasks.

Vocational Learning:
Provides the students with the course hours and expectations

Provides the course objectives and activities, which prevents
surprises for the learners
Provides the student with the expectations of the course and
the format for evaluation(s) (Durham, 2010)


Emilena is a ‘goal oriented’ learner. She would like to
complete a certificate in ‘Adult Education’ for the
purpose of fulfilling her ideal career and lifestyle.

Monique’s Strategy:
Provide the course objectives at the beginning of the
program
Provide marking grid(s) for assignments and course
work (Moyer & Wittman-Price, 2008)

These ‘stepping stones’ will keep Emilena driven while
working towards becoming a Nurse Practitioner’s
instructor.

Adult learners often return to education once they have
identified a need to enhance their learning and skills. Even
though they have developed experience and skills over
time, this may help or hinder their learning process. It
should be recognised and respected, but not keep them
from being open minded or capable or change. (Ross,2006)

Emilena is an experienced Nurse Practitioner who possesses
the principles of an adult learner on a daily basis. She
brings with her experience and knowledge in her profession.


Monique will acknowledge and express appreciation for
Emilena’s life experience which she brings to the online
course. Based on Maslow’s theory of human needs, the
need for recognition, respect and acknowledgment is key.

Group work. This will allow Emilena and other group
members to use their experience to help their peer
learners. This also creates a confidence boost. (Sadri &
Clarke Bowen, 2011)


How can Emilena accomplish her goals?

Carter, Bishop, Kravits, Moniz-Lecce, 2008)

Keep your goal as the focus of direction for your accomplishment

According to Knowles, a self-directed
learner consists of 6 major steps:

(Merriam, Caffarella, Baumgartner, 2001)

Monique recognizes that Emilena will have several
obstacles to overcome during this online course. Monique
strives to help her students succeed and will therefore
coach Emilena through these challenges. Emilena’s
obvious issues are as follows:

1) Developing online learning strategies and skills

2) Balancing her professional, personal and academic life

3) Communicating with instructor(s) and online peer
learners

4) Becoming a self-motivated adult learner

 Dealing with the various learning styles and being flexible
 Establishing realistic goals and coping with stress
 Evaluating the active verbs in the course learning outcome
to ensure understanding and format for evaluation
 Creating a positive learning environment for peer support
and group work
 Identifying academic weaknesses and asking for help
 Avoiding perfectionism, procrastination and becoming
overwhelmed


Emilena needs support because she is new to online
education.

 Create a ‘collaborative learning environment’ where
Emilena and other students can meet online. For example,
message boards. The adult learners can introduce
themselves, post questions and discuss relevant topics. This
allows and encourages adult learners to assist their peers in
the learning process.

 Activities and assignments can be introduced to
encourage all students to participate regardless of their
ability, experience and/or challenges that they may face.

 Monique can encourage mentoring! This method
provides an excellent opportunity for adult learners, like
Emilena, returning to formal education to receive support
and timely responses to issues they may encounter.

 Monique will play the role of a liaison by facilitating and
ensuring the adult learners have a ‘group forum’ to
communicate. The main objective is to allow students to
communicate without jumping in and allowing their
thoughts to be heard.

 Monique will also incorporate group chat rooms. This
will allow instant communication between students when
answers are needed in a timely manner.

Emilena is new to online distance education. She is trying
to balance her personal, professional and academic life.

Emelina must adjust her analytical, creative and practical
thinking skills for successful intelligence. She will need to
focus on her strengths and enhance her weaker skills to
become successful in this online program. Successful
intelligence requires that she separate, evaluate and select
ideas and information as she thinks through problematic
solutions.

Emilena needs to avoid becoming overwhelmed by not
focusing on perfectionism. This will keep her environment
positive. She must realize and plan for obstacles
throughout her learning process. This is a challenges for
her to conquer.

Encourage Emilena to ask for help and assure her she has a
personal support system online

Encourage small group formation online for support. This will
help her to address her weakness through encouragement and
reassurance.

Advise Emilena of the importance of good communication during
online education.

Ask Emilena to provide her learning style and concerns she is
having. This will allow Monique to better understand her learning
needs.

Advise Emilena to be flexible and open minded to mesh her
learning style with the instructors style of course delivery.
(Carter, Bishop, Kravits, Moniz-Lecce Keys to Success p. 74)

How can the student effectively
manage their time?


Make a to do list, be realistic, provide yourself with “YOUR TIME”

How the student can cope with stress?


Know when to say “NO”, reward yourself, ask for help, don’t get overwhelmed

Distance education involves:
1) student/instructor interactions
2) student/student interactions

Online communication includes: chat rooms, email, discussion boards,
forums, bulletins and wiki.

Types of online communication environments:
1) Synchronous: To be online at the same time as your peers and
interact with them “real time”. This allows communication to feel casual,
interactive, lively, and may help with instant clarity.

2) Asynchronous: Does not requiring group members to be
online at the same time. This is often used during online distance
education due to conflict of schedules among group members.
Asynchronous communication allows the learner to browse, read, and
respond at their own pace. Responding in a timely manner shows
respect to the instructor and peer adult learners.

Monique must provide Emilena with information and tips
on how to communicate online most effectively.

Guidelines:
 Use short sentences and paragraphs to avoid run-on
sentences and confusion.
 Review and correct your own work to ensure you are
getting your point across without confusion. After
posting a message or response, wait a few minutes
and then re-read your post before submission.
 Use spell check and grammar features.
 Don't assume that your tone, joking or sarcastic will
be properly interpreted. During group chat or email,
use emotions where appropriate to assure you will be
properly understood. (Orientation, 2005)


Based on Emilena’s culture, socioeconomic status, race, gender
and religion she may face challenges with the various diversities
in this online course.

Communication with class should be held at a grade 5-6
reading level to accommodate individuals with different
cognitive abilities
Clearly communicate class expectation and course outlines as
students may have a language barrier
Monitor comprehension level of each student through postings
with respect and tolerance to learning speed
Utilize email or forums to check comprehension and avoid
discrimination for those with special needs, learning disabilities
and language barriers (Bastable, 2008)

Every adult learner has their specific cultural background
and belief system.

Monique’s Strategy
To be aware that culture influences one’s interpretation
and responses to learning.
Each individual has the right to be respected regardless of
their background and culture
The educator needs to develop rules and responsibilities
which the students are held accountable
The educator needs to be sensitive to interaction with a
culturally diverse community, enforce professor specifics
during the course
Web based communication might make it difficult to
assess for cultural nuances (Bastable, 2008)

It has been established that online learning is new to
Emilena. Therefore, she will be challenged with staying
focused and motivated. When she was studying to
become a Nurse she had in-class structure and was able
to ask questions and receive answers personally from the
other course participants and the instructor.

Emilena might feel nervous and slightly apprehensive
because she will not have the weekly in-person
interaction she became accustomed to during her
previous learning experiences.

Therefore, in order to be self-motivated Monique could
encourage the following:

 Remember the purpose for enrollment when it becomes
challenging to strive forward
 Be realistic that she may not get ‘perfect’ marks but to
learn from her mistakes and accept constructive criticism.
This leads to self-improvement.
 Don’t quit or give up especially when it becomes
challenging to find time for course/group work
 Remove self-limiting thinking and think positive!
 Become involved in providing assistance and feedback to
someone else in the course.(Example: Receiving a ‘Thank
You’ could lead to a feeling of contribution towards
someone else’s success and personal encouragement to
continue on)

GROUP 1: ONLINE EDUCATION

In Summary:
Every adult learner has their own issues and challenges to
overcome during completion of online distance education courses.
Each instructor must take various considerations into account while
guiding their students through the learning process. The adult
learning principles and learning theories are helpful tools that an
instructor can utilize to assist their students.

After reviewing Emilena’s online student profile, Monique
discovered some challenges that Emilena may require assistance
overcoming. Monique determined these challenges and provided
Emilena with some helpful information which will increase the
likelihood of Emilena’s success.

http://www.become-a-nurse-
This helps to create a comfortable and safe environment for
now.com/changing-careers-from-teacher- Emilena, as well as assist with assurance and motivation she may
to-nurse.html need to stay focused and driven. By establishing comfort and
communication with the instructor and other adult learners,
Emilena will feel safe to take risks and explore her learning
capabilities and talents. Forming a support system with the online
peers allows Emilena to feel she is part of a team and will therefore
strive for success. Being an adult learner has some challenges which
is why the adult learning principles and characteristics have been
defined to Emilena. Incorporating and relating to the infamous
learning theories helps define the learning curve for Emilena as well
as her support system.

Emilena has achieved more than her
initial goal of becoming an instructor to
peer nurse practitioners. She has surprised
herself with how much she is capable of
achieving. Not only did she become
comfortable with online education, but she
mastered her online communication and
skills. Emilena found a great balance in her
personal , professional and student life.
Emilena exuberates the confidence and
knowledge required to help student nurses
and other nurse practitioners looking to
also instruct.
After completion of her ‘Adult
Education’ certificate, Emilena now walks
ten minutes to work ,four days a week, and
is happy to be spending more time at home
with her family and friends. She uses her
spare time to exercise instead of
commuting and feels better than ever!
Emilena is well respected and admired for
http://www.gcep.org/GCEPHome.htm her perseverance by her family, friends,
coworkers and peers.


How To Be Motivated Without A Motivator. Retrieved March 26, 2012, from
http://www.routes-to-self-improvement.com/Motivation2.htm

10 Terrific Self Motivating Tips. Retrieved March 26, 2012, from
http://topachievement.com/mikemoore.html

R.I.T. Adult Learning. (2012). Retrieved March 26, 2012 from
…..http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm

Durham, J. (2010). Explore Adult Learning. Retrieved March 26, 2012 from
http://www.exploreadultlearning.co.uk/what-vocational-learning.html

Distance Education. (2005). Retrieved March 22, 2012 from http://distance.tamu.edu/current/
orientation/orientation-online-communication-tips.html

Illinois Online Network. Retrieved March 11, 2012, from
www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

Carter, C; Bishop, J; Kravits, S; Moniz-Lecce, S. (2007) Values, goals, time and stress: ……
managing yourself. Keys to success, Ch. 2, p. 28- 48

Bastable, S (2008). Nurse Educator. Principles of teaching and learning got Nursing practice.3rd
……ed. Jones and Bartlett Publishers, Toronto

Moyer, B. & Wittman-Price, R. (2008). Nursing Education. Foundations for practice excellence.
……FA Davis Company, Philadelphia

Russel, S.(2006)An Overview of Adult Learning Processes: Adult-Learning Principles. Society of
……Urological Nurses and Associates retrieved from
http://www.medscape.com/viewarticle/547417_2

Sadri, G.& Clarke-Bowen ,R.(2011). Meeting Employee Requirement. Industrial Engineer, ……
October, 44- 48


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