Running Head: RESEARCH IN ADULT EDUCATION

Issues, Trends, and Research in Adult Education Online Education Practices for The Distance Learner

Thomas J. Okon Southern Illinois University Workforce Education and Development

July 12, 2011

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION Introduction

The tough economic are sending more adults back to school. In fact a survey by Kaplan University (2008) reported that sixty-six percent of respondents said the economy played a role in their decision to go back to school. This same survey also reported that forty-four percent said the economy factored into their decision to attend an online versus traditional university because online education allows them to continue working fulltime and managing family obligations while they pursue a degree. Another reason working adults return to school is for career development. They must have a credential or degree to retain their present job or obtain a new job they really want (OConner & Cordova, 2010). Regardless of their reasons for returning to school, the recent trend is for students to choose online instruction over attending classes in a traditional classroom. Colleges and universities that specialize in online courses have seen enrollments skyrocket since the U.S. economy fell into recession in fall 2008. A recent research report by Ambient Insight (2011) shows that, more than two years later, many of these same institutions are still reporting nearrecord enrollment increases. This same report also says that there will be more than 25 million postsecondary students taking at least one online course, and that the number of college students taking traditional face-to-face classes will plummet from 14.4 million in 2010 to 4.1 million in 2015. Clearly, online teaching and learning is making a significant impact on the fabric of higher education. Even online MBA programs have seen a rapid rise in student enrollments in recent years while enrollments in traditional in- residence MBA programs are in decline (Kim, Liu, & Bonk, 2005). Many universities encourage faculty to develop online courses in order to address issues ranging from limited classroom and dormitory space to limited funds (Sapp, & Simon,

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION

2005). Since most online education students are adults between the ages of 25 and 50 (Moore, & Kearsely, 2005), the trend to online teaching and learning certainly will have a significant impact on the field of Adult Education. The purpose of this literature review is to examine the options for online instruction available to adults who are attempting to educate themselves, for reasons such as career development, career changes, or because of life changing events. Online education, which was previously called distance education, has now transformed into e-learning and m-learning. Elearning has been around since the advent of computers, but m-learning or mobile learning, is a recent phenomenon brought on by the proliferation of mobile phones. This change in how distance education is administered is not an unusual event. In fact, the first generation of distance education technology was by postal correspondence. This was followed by a second generation, defined by the mass media of television, radio, and film production. E-learning and m-learning are part of the third-generation of distance education. That generation introduced interactive technologies: first audio, then text, video, and then web and immersive conferencing (Anderson, & Dron, 2011). The research for this paper has been obtained from searching online journals and articles using the EBSCO host, and Science Direct databases through the Morris Library at Southern Illinois University Carbondale. Google Scholar, and general Google searches on the Internet were also used for research. Professional associations associated with adult education include the Council for Adult and Experiential Learning, the Association for Career and Technical Education, and the American Association for Adult and Continuing Education.

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION Overview While the form of how distance education is administered has often changed delivery

platforms, most recently into e-learning and m-learning, the reasons for its use have not changed. Distance education has always aimed to bring learning activities off campus freed from the restrictions of time and space. It allows adult learners who have employment, family, and/or other responsibilities to update knowledge and skills related to their job by saving travel costs and allowing a flexible schedule (Park & Choi, 2009). So if adults are to continue to succeed in todays world, they will have to continue to educate themselves and the most likely way they will do that in the future will be through distance education. While the benefits of online learning implemented as e-learning and m-learning may be clear, the path to achieve successful results is not as well defined. This paper will explain what e-learning and m-learning are, the challenges they present to both teachers and students, and the trends and developments for their successful implementation in Adult Education. E-learning In a relatively short amount of time, e-learning has gained a very permanent and highly visible place in the worldwide higher education community. A practice that at one time held only a minor role is now an indispensable element of many institutions curricula, success, and overall reputation (Brandon, 2008). E-learning is the use of telecommunication technology to deliver information for education and training. With the progress of information and communication technology development, e-learning is emerging as the paradigm of modern education (Brandon, 2008). E-learning takes many forms and can be defined in many ways. E-learning is training delivered on a computer, (including DVD, CD-ROM, Internet, Intranet and virtual classrooms)

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION

that is designed to support individual learning or organizational performance goals. This includes e-courses developed primarily to provide information as well as those designed to build specific job-related skills (Clark & Mayer, 2007). For purposes of this paper I will use the term elearning to describe an online learning experience in an educational setting in which teaching and learning take place within an Internet-based environment or any class that offers its entire curriculum via the Internet (Connolly, MacArthur, Stansfield, & McLellan, 2007). The great advantages of e-learning include liberating interactions between learners and instructors, or learners and learners, from limitations of time and space through an asynchronous and synchronous learning network model (Sun, Tsai, Finger, Chun, & Yeh, 2008). E-learning is appropriate for all levels and types of learners. It builds on best practices in how people learn and shows positive change in the acquisition of new skills and knowledge. It is also equally adoptable in both formal and informal learning situations (Chang-Barker, 2006). At one time it was thought that e-learning could take over all instruction. That never materialized, but the use of technology for learning is quickly becoming ubiquitous. That is, people no longer see it as separate from regular learning, and it is viewed as part of the tools that trainers, instructional designers, instructors, and others who design or deliver instruction use to impact skills and performance (Shank, 2007). The Dropout Issue Many institutions of higher education are offering online programs to serve the growing learner population. Despite such an increase in the popularity of online education, there have been concerns about the quality of online education (Kim et al., 2005). The e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why some users stop their online learning after their initial experience (Sun et al., 2008). In spite of the growth in e-

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION learning, high dropout rates have been of concern to many organizations and higher education

institutions. In fact a higher percentage of students participating in an online course tend to drop out compared to students in a face-to-face classroom (Park & Choi, 2009). Dropout rates from e-learning courses were documented around 25%40% as compared to 10%20% in on-campus courses. More dramatic results were reported for online training centers where more than 50% of its learners dropped out compared to only 10% in the standard on-site training settings (Levy, 2007). In addition, students in online courses often report higher levels of dissatisfaction than students enrolled in equivalent face-to-face courses (Sapp, & Simon, 2005). Learners are less likely to drop out when they are satisfied with the courses, and when the courses are relevant to their own lives. There is an apparent correlation with a learners satisfaction with an online course, and the relevance to a learners job, prior knowledge, and experiences (Park & Choi, 2009). Learner attitude towards computers or IT is also an important factor in e-learning satisfaction. A more positive attitude toward information technology for example, when students are not afraid of the complexity of using computers, will result in more satisfied and effective learners in an e-learning environment. Positive attitudes toward computers increase the chances of successful computer learning, and negative attitudes reduce interest (Sun et al., 2008). M- Learning The global volume of mobile cellular subscriptions was projected to grow to 5.3 billion in 2010. This number seems to indicate that over half of the people on the planet will be connected via a mobile device in 2011 (Kainz, 2011). Furthermore, it was also estimated that 1.2 billion people carry handsets capable of so called rich, mobile commerce, which provides an ideal

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION

environment for the convergence of mobility and the Web. Those Web- enabled mobile phones will eclipse the estimated one billion personal computers on Earth (Gartner, 2011). Mobile, then, has emerged as the dominant platform for connecting and communicating, regardless of where you are or who you may be (Kainz, 2011). The immobile nature of PCs and the Internet has restricted the anytime-anyplace potential of e-learning to those moments when a learner is at home or at work in front of their PC. A wireless device overcomes the limitations of access to course information and other applications by allowing learners to disseminate information and complete other course work even when they are away from their hard-wired Internet connections (Motiwalla, 2007). A broad definition of mobile learning is: the use of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning (Douch, Savill-Smith, Parker, & Attewell, 2010). M-learning intersects mobile computing with e-learning, by combining individual learning with anytime and anywhere learning. The relationship between the device and its owner becomes one-to-one, always on, always there, location aware, and personalized (Motiwalla, 2007). Like the Web, mobile does not seem to be a fad, it is a fundamental shift in communication brought about by a group of technologies that came together at just the right time. The confluence of the Internet and wireless, the Web and electronic communication, and the miniaturization and commoditization of technology created the perfect ecosystem for mobile to move into our everyday lives (Kainz, 2011). There are of course some disadvantages of using mobile devices. The small display screen still present on most devices can be a problem. They also have reduced storage capacity, and rely on a battery for power. For older learners, diminishing eyesight makes viewing small screens a

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION challenge. In addition, the lack of a common platform among the various manufacturers and equipment available complicates the development of content (Hutchison, Tin, & Cao, 2008). Another drawback of extensive use of mobile technologies by learners is the problem of

information and interaction overload. Its possible that anytime and anywhere connectivity may become 24 -7 headaches (Motiwalla, 2007). The Positive Impact of E-learning So now that mobile technologies and m-learning are here and readily available, does mlearning really make a difference? Well in response to text message surveys, 96% of learners who responded agreed that using mobile technologies had helped them, or helped them a little, to learn; 98% agreed that using mobile technologies can make learning more interesting or a little more interesting; and 95% of learners said they would like to use mobile technology for learning in the future (Attewell, Savill-Amith, Douch, Parker, 2010). Students do see m-learning as an effective learning tool or aid, that provides flexible access from anywhere, is convenient to use, and is effective in delivering personalized content (Motiwalla, 2007). Positive impact on teaching has also been witnessed with mobile technologies enabling learning activities to be made more relevant, realistic and personalised. Teaching and learning practices are changing and pedagogy is evolving (Proven Effective, 2011). Other institutional level benefits include improved learner attendance, retention and achievement, plus improved communication, staff motivation and increased ability of the institution to meet learner expectations (Attewell et al., 2010). There also are reports of more motivated and engaged learners, less drop out, improved assessment processes and improved achievement (Proven Effective, 2011). But despite the positive results, its use is not being fully implemented. Even though many education providers recognize the benefits of m-learning, there appears to be

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION

limited adoption for educational use. This could be attributed to the age and ability of teachers, the cost of providing m-learning devices and infrastructure, and the slow rate of change in many large educational institutions (Peters, 2007). Developing effective E-Learning and M- Learning Thus far I have reviewed some successes and failures of e-learning and m-learning, but what can Adult Education providers do in the future to make this type of learning truly effective? Some possible solutions will follow next, but I first will say, that though e-learning and mlearning have differences in how and where they are viewed, they are both essentially delivered online and are used in some type of distance education. For purposes of this discussion we will refer to them together as online learning. Whether they are publishing for e-learning or m- learning, developers of content have to design their online learning strategies to be effective as possible. When developing an online learning strategy, adhering to the principles simple is better, and less is more, is a very important objective. The process for developing an online learning strategy is exactly the same as the process for developing a traditional learning strategy. The focus should be on the learners and how they are using the learning content (Moore, 2007). Perceived usefulness and perceived satisfaction are important elements of a learners behavioral intention to use the system. Understanding users attitudes toward online learning facilitates the creation of appropriate environments for teaching and learning (Liaw, 2008). Despite the significant potential of mobile technologies to be employed as powerful learning tools in higher education, it can be argued that the current use of mobile devices in higher education (essentially content delivery) is pedagogically conservative and regressive. Their adoption is following a typical pattern where educators revert to old pedagogies as they

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION

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come to terms with the capabilities of new technologies (Herrington, Herrington, Mantei, Olney, & Ferry, 2009). Conventional courseware is based on behavioral and cognitive models of learning developed in the 60s and 70s and may not apply well to the psychology of todays young learners. Young users of conventional e-learning find it boring. They miss the kind of engagement that digital games provide and hence tend to rate the overall quality of eLearning low (Kadle, 2009). Cognitive behaviorist models were the first generation of learning strategies used for distance education. Social- constructivist pedagogies were the second generation, and perhaps not coincidently, arose in conjunction with the development of two-way communication technologies. At that time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers (Anderson, & Dron, 2011). Most learning pedagogies from constructive learning and conversation theories can be adapted for an online learning environment. The key is to understand the strengths and weakness of a particular technology, while deploying good pedagogical practices to achieve specific learning goals (Motiwalla, 2007). The third generation of pedagogy used in distance-education emerged recently, and is known as connectivism. It says that learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era and assumes ubiquitous access to networked technologies. Connectivism also assumes that information is plentiful and that the learners role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed (Anderson, & Dron, 2011). Beyond discussions of pedagogy though, providers of effective online learning must design content and delivery systems that

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION improve the effectiveness of information, instructions, and learning. To satisfy the users, they need to design and deliver content to play across any device, giving the learner just enough information, at just the right time, anywhere they choose to view it (Griffin, 2010). Summary

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This literature review has focused on some of the key issues, trends, and research in Adult Education. The specific concern of online education practices was the main focus. This cannot be considered an exhaustive synthesis of all the available research. It does however highlight some valuable insights into issues that will continue to be of much discussion in the future. Online education delivered in the form of e-learning and m-learning will continue to be an essential tool for instruction. Adults that wish to change careers or advance their present employment will have to use this powerful tool, and institutions that provide Adult Education will have to embrace its use in order to extend their reach to students of the future.

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION References

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Adkins, S. S. (2011). The US market for self-paced eLearning products and services: 2010-2015 forecast and analysis. Retrieved at Ambient Insight, LLC website: http://www.ambientinsight.com/Reports/eLearning.aspx#section1 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3). Retrieved at http://www.irrodl.org/index.php/irrodl/article/view/890 Attewell, J., Savill-Smith, C., Douch, R., & Parker, G. (2010). Modernising education and training: Mobilising technology for learning. London, United Kingdom. Retrieved at https://crm.lsnlearning.org.uk/user/order.aspx?code=100103 Brandon, B. (Ed.). (2008). The eLearning Guild's 144 Tips on Synchronous e-Learning Strategy + Research. Retrieved at the E-learning Guild website: guhttp://www.elearningguild.com/content.cfm?selection=doc.1025 Chang-Barker, K. (2006). eLearning and literacy policy recommendations. FuturEd Consulting Education Futurists Inc. Clark, R. C., & Mayer, R. E. (2007). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA, Pfeiffer Connolly, T. M., MacArthur, E., Stansfield, M., & McLellan, E. (2007). A quasi-experimental study of three online learning courses in computing. Computers & Education, 49, 345 359. doi:10.1016/j.compedu.2005.09.001 Douch, R., Savill-Smith, C., Parker, G, & Attewell, J. (2010) Work-based and vocational

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION mobile learning: Making IT work. London, United Kingdom. Retrieved at https://crm.lsnlearning.org.uk/user/order.aspx?code=100186 Gartner (2010). Gartner identifies the top 10 strategic technologies for 2011. Retrieved from Gartner, Inc. website: http:// www.gartner.com/it/page.jsp?id=1454221 Griffin, G. (2010, October 20). Mobile learning is beyond its tipping point. Learning Solutions Magazine. Retrieved at http://www.learningsolutionsmag.com/articles/540/mobilelearning-is-beyond-its-tipping-point Herrington, J., Herrington, A., Mantei, J., Olney, I., & Ferry, B. (2009). Using mobile technologies to develop new ways of teaching and learning. Retrieved at http://ro.uow.edu.au/edupapers/75

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Hutchison, M., Tin, T., & Cao, Y. (2008). Meeting the needs of todays new generation of online learners with mobile learning technology. In T. Anderson (Ed), The Theory and Practice of Online Learning (pp. 201-220). Retrieved at http://www.aupress.ca/index.php/books/120146 Kadle, A. (2009). Do You Need Games In Your Elearning Mix? Retrieved at http://www.upsidelearning.com/white-papers.asp Kainz, C. (2011). Mobile Agility and the Anytime, Anywhere Impact on IT. Retrieved at http://bb.blackboard.com/g/?ID4YNTDH1X Kaplan University (2008). Kaplan University online students report the economy and gas prices played major roles in their decision to study online. Retrieved from Kaplan University website: online.kaplanuniversity.edu/.../FINAL%20survey%20release%208-08.doc

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION Kim, K., Liu, S., & Bonk, C. J. (2005). Online MBA students perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8, 335344. doi:10.1016/j.iheduc.2005.09.005 Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185204. doi:10.1016/j.compedu.2004.12.004 Liaw, S. (2008). Investigating students perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51, 864873. doi:10.1016/j.compedu.2007.09.005

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Moore, K. (2007). Keeping the e-learning strategy focused. In B. Brandon (Ed), The eLearning Guilds Handbook of e-Learning Strategy (pp. 16-24). Retrieved at http://www.elearningguild.com/content.cfm?selection=doc.817 Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth Publishing Company Motiwalla, L.F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49, 581596. doi:10.1016/j.compedu.2005.10.011 OConner, B., & Cordova, R. (2010). Learning: The experiences of adults who work full-time while attending graduate school part-time. Journal of Education for Business, 85, 359 368. doi: 10.1080/08832320903449618 Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207217 Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning, 8, 2. Retrieved at http://www.irrodl.org/index.php/irrodl/article/view/350

ISSUES, TRENDS, AND RESEARCH IN ADULT EDUCATION Proven effective, sustainable m-learning: Key messages from 3 years of MoLeNET. (2011, Special Issue, Spring) Retrieved at

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www.moleshare.org.uk/.../Mobile_learning_news_research_findings_special_issue_sprin g_2011 Sapp, D. A., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition, 22, 471489. doi:10.1016/j.compcom.2005.08.005 Shank, P. (2007). Design strategies for online and blended learning. In B. Brandon (Ed), The eLearning Guilds Handbook of e-Learning Strategy (pp .27-41). Retrieved at http://www.elearningguild.com/content.cfm?selection=doc.817 Sun a, P., Tsai, R. J., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful elearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 11831202. doi:10.1016/j.compedu.2006.11.007