Professional Documents
Culture Documents
Medt8484 Stewart
Medt8484 Stewart
Jennifer H. Stewart
Introduction
The purpose of this paper is to explore technological challenges that adult learners
experience in their college-level coursework. Many of todays adult learners have the enthusiasm,
drive and determination to familiarize themselves with technology. There are those however who
experience ambivalence and reluctance at the thought of exploring the idea of becoming proficient
learners dating back to the 1980s. This group has a resistance to talking about computers or even
thinking about computers; fear or anxiety towards computers and hostile or aggressive thoughts
about computers (Jay, 1981). It is safe to say that although these findings are over forty years old,
With the possibility of earning a college degree at no cost for Georgia citizens over the age
of 62, colleges and universities are seeing an increase in this population beginning or returning to
school. Adult learners, also referred to as non-traditional students returning to college, are a global
phenomenon. Today more than ever, adult learners are finding it necessary to update their
knowledge for skills improvement, job advancement, and personal growth and understanding
(Lawson, 2005).
Objectives
Although there is a desire for the adult learner to grasp the use of technology, there is some
anxiety, ambivalence and reluctance present associated with enrolling in courses that are either
hybrid or 100% online. The thought of having to use a computer affects those adult learners in the
age group of 50 and over who are not technology literate, have not been exposed to or have the
Adult learners are typically more results driven. They mainly learn in a direct,
straightforward manner and seek to succeed in their endeavors. They are at a point in their lives
where they have higher expectations of themselves. If they lack the technological skills to learn
with todays tools, they may very well struggle to complete assignments. Regarding technology,
it should be understood that some adult learners will most likely not understand or know how to
use technology. Therefore this research seeks to ask the following questions to determine how to
best help this population overcome existing barriers: What effect does technology have on the
adult learners ability to succeed in higher education? What can colleges and universities do to
assist adult learners become familiar with the use of technology? What role do professors and
Considering that this research seeks to look at the technological challenges that the older
adult, non-traditional learner faces, there is an interest in looking at how these and other challenges
effect this population of learners. It furthermore seeks to determine precisely what challenges non-
traditional, adult learners face and look at ways for this group or population to feel less intimidated
population with the necessary tools and knowledge via surveys, interviews, assessments and
support.
Literature Review
completely online classrooms in higher education, it is clear that support is needed for those
learners who require assistance with technology. However, what effect does technology have on
this group of learners ability to succeed in their coursework and studies? The following studies
will attempt to demonstrate and support the hypotheses associated with technology and the adult
learner.
The first step is to understand the adult learner in order to improve their total learning
experience as described in a research article by Pusser, Breneman, Gansneder, Kohl, Levin, Milam
1. There is no typical adult learner. The adult learner as a diverse set of individuals
3. The well-worn path will not work for most adult learners. Many adult students choose
nontraditional paths to postsecondary education because they work, are responsible for
dependents, and can sometimes obtain tuition assistance from an employer if they
4. To find the right path, adult learners need a guide. Few factors influence adult
learners success more than student/institutional planning and counseling. Mapping the
There are a number of ways colleges and universities can assist adult learners become
familiar with the use of technology. Institutions of higher learning play a vital role in this process.
This role includes administration, professors and instructional designers. The research article by
Rogers (2000) cites that in order for universities to remain competitive in the new millennium,
they must develop cohesive training programs with an emphasis on learning and provide adequate
technical support that will assist faculty in integrating technology into instruction. Research
conducted by Smith (2012) builds upon the study conducted by Knowles (1970) implying that
diagnosis of needs, planning process, learning experience and evaluation of learning. This work
primarily creates a vehicle that will meet the needs of the adult learner in an online learning
environment.
The role professors and instructional designers specifically have on the adult learners
success in using technology is paramount. Research conducted by Smith (1997) states that
technology has entered academia as an attractive, even seductive addition to or replacement for
the face-to-face learning experience and and technology is incorporated into course because
administrators expect faculty to create distributed options for the courses. Through
collaboration, both are integral components in creating quality courses, specifically online options.
TECHNOLOGICAL CHALLENGES 6
Institutions of higher learning understand that they must remain relevant in the field of
technology. In order to do so, they must equip its faculty with professional development
opportunities to assist with incorporating technology into the curriculum. By better preparing
faculty and staff, this allows for better-created courses, which will maximize the learning
experience for the adult learner. Faculty and staff are then able to design online learning
environments that are unique to the learner, as emphasized in a study conducted by Cercone
(2008). She further states that educators must understand that culture and society influence each
individual differently. In other words, learners are unique individuals. What may work for one
As the online adult learner becomes more comfortable using technology, it is also key that
designers and professors look to develop and design new and innovative practices. It is just as
imperative that this population of learners remains relevant with the ongoing changes. The research
thus far suggests that there is a correlation between institutions and faculty and staff in contributing
to the success of adult learners comfort level with the use of technology. By becoming involved
and offering pertinent and ongoing support, while building a sense of community, colleges and
Methods
research will be conducted. The mixed-methods approach will allow for the opportunity to collect
and analyze both numerical and narrative-based data. It will also aid in determining
TECHNOLOGICAL CHALLENGES 7
precisely what challenges non-traditional, older learners face. Considering that the technological
challenges of adult, non-traditional learner face, survey research and interviews. Given the specific
demographic, this would be most effective in obtaining the sought after results, while being
mindful of and understanding the barriers associated with these approaches. The barriers often
involve honestly, clarity and participation. Therefore, an ethnographic study will also be
implemented. This type of design will allow for consistent observation of the technology-
challenged adults, as they attempt to navigate an online course during their first semester. By doing
so, it will help identify ways to help these individuals overcome some of the barriers that prevent
them from enrolling or excelling in this type of course. Lastly, action research will also be
Sample
The simple random selection sample group will consist of sixteen non-traditional students,
who range in age from 47 75 and attend the University of West Georgias Newnan Center located
in Newnan, Georgia. The male to female ratio will be equal. The sample group will include retirees,
working adults, and the unemployed from Coweta County, Georgia, which includes the cities of
Newnan, Sharpsburg and Grantville. The group will be represented by the following: one upper
class student; six from upper middle class households and four lower middle class groups, as well
as, five students on pubic assistance or living below the poverty line. The students will be accessed
Banner by Ellucian. The only set criteria for study participation is willingness and time
commitment.
Instrumentation
Technology will be incorporated in the process of the study. The mobile group-messaging
tool, GroupMe along with email, will be used to maintain contact with the group participants. Data
collection process will include the creation of a survey, using the online survey development tool,
Survey Monkey. Participants will then be interviewed twice. At the beginning of the study, a face-
to-face session will be conducted. At the end of the study, participants will be interviewed using
the video conferencing software tool, Blackboard Collaborate: Ultra Experience. Lastly, the
technology readiness tool, Smarter Measure will be implemented so that a comparison can be
made regarding the challenges of the control group versus the group who scored low on the
readiness tool. All tools listed were selected because technology must be merged into the study
so that participants may be introduced to them and become more comfortable with their use.
Data Analysis
An exploratory sequential research design was the approach used to identify the effects of
technology usage on adult learners in higher education. A qualitative evaluation through initial
interviews with instructors to assess the theories that should be measured to best understand the
struggles adult learner. Based on the outcome of this evaluation, an instrument could be developed
using rigorous scale development procedures (DeVellis, 1991) that is then tested with a sample.
The data derived from the surveys and interviews will then be compiled and placed in a document
for analysis relative to the questions to determine how to best help this population
TECHNOLOGICAL CHALLENGES 9
overcome existing barriers. The preliminary results of the exploratory sequential research study
are as follows:
1. What effect does technology have on the adult learners ability to succeed in higher
education?
Participants received information two ways; first in a survey with a follow-up face-to-face
On a scale from 1-10 (ten being the highest), how much anxiety do you experience when you are
expected to use technology in the classroom? The responses resulted in a mean of their responses
of 8. Based on the result, the researchers will examine through the use of survey methodology, the
students perceived ease of use, anxiety and self-efficacy when it comes to technology.
2. What can colleges and universities do to assist adult learners become familiar with the
use of technology?
Based on the result of the initial response from the study group, it was concluded that there is
a significant amount of anxiety associated with using technology in the classroom. In a face-to-
face interview, the students were asked to elaborate on their level of anxiety and asked how the
university can be useful in assisting them become more familiar with, in most cases, the mandatory
use of technology in the classroom. Thirteen out of sixteen students expressed the desire for
instructors to have more experience and patience with technology. The students also expressed a
need for an online course that was easier to navigate. The most significant influence on the
evolution of virtual learning will not be the technical development of more powerful devices, but
the professional development of wise designers, educators and learners. (Dede, C., Brown-
TECHNOLOGICAL CHALLENGES 10
3. What role do professors and instructional designers have on the adult learners success
in using technology?
In a face-to-face interview with each of the groups instructors, the research sought to determine
of level of expertise from instructors. They also looked at the willingness instructional designers
to adapt their technique when it comes to making course navigation more user-friendly. Designing
instruction around information that adult perceive as relevant and important greatly enhances the
chances for success in adult learners. Online learning also removes many traditional barriers to
learning and makes it easier to distribute information (Gorard, Selwyn, and Madden, 2003).
Although this is considered the best method for this study, mixed-methods research
approach does present challenges with implementation. Some of the reasons include difficulty in
planning and conducting the research. Mixed-methods studies require precise planning in every
aspect of the research. The study sample must accurately be described for both the qualitative and
quantitative components. Additionally, the plan for integrating the data is a challenging task for
the researcher.
skill sets or areas of expertise. There will be times when these experts must step outside their
comfort zones. For example, qualitative experts will need to somewhat be comfortable discussing
quantitative analyses and vice versa. This too can be challenging in many environments. Given
that each method must adhere to its own standards for rigor, ensuring
TECHNOLOGICAL CHALLENGES 11
appropriate quality of each component of a mixed-methods study can be difficult (Wisdom,
Lastly, mixed-methods studies are time consuming and labor intensive. They require a
larger amount of resources than other methods, such as a conducting either a qualitative or
quantitative study. Nevertheless, the integration of both methods has incredible potential and
TECHNOLOGICAL CHALLENGES 12
References
Dede, C., Brown-L'Bahy, T., Ketelhut, D. and Whitehouse, P. (2004). Distance learning
(virtual learning). The Internet Encyclopedia, Hoboken, New Jersey: John Wiley & Sons,
Inc., 558.
DeVellis RF. (1991). Scale development: theory and application. Retrieved from
https://books.google.com/books?hl=en&lr=&id=48ACCwAAQBAJ&oi=fnd&pg=PT14
&dq=Scale+development:+Theory+and+application&ots.
Gorard, S., Selwyn, N. and Madden, L. (2003). Logged on to learning? Assessing the impact of
technology on participation in lifelong learning. Retrieved from
https://www.learntechlib.org/p/96408.
Lawson, K. (2005). Using eclectic digital resources to enhance instructional methods for
adult learners. Retrieved from goo.gl/WCRdG3.
Pusser, Breneman, Gansneder, Kohl, Levin, Milam and Turner (2007). Returning to
learning: adults success in college is key to Americas future. Retrieved from
https://folio.iupui.edu/handle/10244/270.
Rogers, D.L. (2000). A paradigm shift: technology integration for higher education in
the new millennium. AACE Journal, 1(13), 19-33.
Smith, K.L. (1997). Preparing faculty for instructional technology: from education to
development to creative independence. Retrieved from
https://net.educause.edu/ir/library/html/cem/cem97/cem9739.html
Smith, M.K. (2002). Malcolm Knowles, informal adult education, self-direction and
andragogy. Retrieved from http://www.infed.org/thinkers/et-knowl.htm
Wisdom JP, Cavaleri MC, Onwuegbuzie AT. and Green, C.A. (2011). Methodological reporting
in qualitative, quantitative, and mixed methods health services research articles.
Retrieved from http://journals.sagepub.com/doi/abs/10.1177/1558689806298224.
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