The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students
DOI:
https://doi.org/10.24059/olj.v22i1.1086Keywords:
Online Learning, Adult Learners, Self Directed LearningAbstract
This study contributes to the growing body of literature about what makes a successful online learning environment. Specifically, it addresses assumptions made about online learning environments — that privilege self-determination and adult learners — by measuring students’ preferences for teaching behaviors that they believe help them succeed in online classrooms. Using two waves of survey data, only seven teaching behaviors were consistently related to online learners based on differences in age and class standing among students, and those behaviors do not fit neatly within the assumptions typically made about adult learners. These findings should begin to raise questions about whether the assumptions made about adult learners actually manifest in online learning environments. This study reveals evidence of a more pragmatically-minded group of adult learners, particularly when considering the impact of age and class standing for online students.References
Akyol, Z., Ice, P., Garrison, R., & Mitchell, R. (2010). The relationship between course socio-epistemological orientations and student perceptions of community of inquiry. Internet and Higher Education, 13(1-2), 66-68.
Anderson, T. (2008). Theory & practice of online learning (2nd ed.). New York: Athabasca University Press.
Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260-270.
Baturay, M. H., & Yukselturk, E. (2015). the Role of Online Education Preferences on Student’s Achievement. Turkish Online Journal of Distance Education-TOJDE, 16(3), 3-13.
Bennett, S. Kervin, L., & Maton, K. (2008). The “digital natives†debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
Bliming, G. (2010). The Growth and Development of College Students. In The Resident Assistant (7th ed., pp. 133-160). Kendall Hunt Publishing.
Bradford, G., & Wyatt, S. (2010). Online learning and student satisfaction: Academic standing, ethnicity and their influence on facilitated learning, engagement, and information fluency. Internet and Higher Education, 13(3), 108-114.
Cercone, K. (2008). Characteristics of Adult Learners with Implications for Online Learning Design. AACE Journal, 16(2), 137-159.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Choitz, V., & Prince, H. (2008). Flexible Learning Options for Adult Students. U.S. Department of Labor Employment and Training Administration.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale Self-determination in personality. Journal of Research in Personality, 19, 109-134.
Deci, E. L., & Ryan, R. M. (2000). The “What†and “Why†of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University Rochester Press.
Deci, E. L., & Ryan, R. M. (2002). Self-determination theory applied to educational settings. In Handbook of self-determination research (pp. 183-203). Rochester, NY: University of Rochester Press.
Dibiase, D., & Kidwai, K. (2010). Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information. Journal of Geography in Higher Education, 34(3), 299-326.
Donaldson, J. (1993). A Triangulated Study Comparing Adult College Students’ Perceptions of Effective Teaching with Those of Traditional Students. Continuing Higher Education Review, 57(3), 147-165.
Garrison, D., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2-3, 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1-2), 5-9.
Garrison, D. R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice. New York, NY: Routledge.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41, 125-149.
Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. Internet and Higher Education, 3, 41-61.
Hartnett, M., George, A. S., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation- Dependent. Review Literature And Arts Of The Americas, 12(6), 1-11.
Helgeson, V., Lepore, S. J., & Eton, D. (2006). Moderators of the benefits of psychoeducational interventions for men with prostate cancer. Health Psychology, 25(3), 348-354.
Hood, A., & Deopere, D. (2002). The relationship of cognitive development to age, when education and intelligence are controlled for. Journal of Adult Development, 9(3), 229-234.
Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Kuram ve Uygulamada Egitim Bilimleri, 15(3), 759-770.
Huang, H.-M. (2002). Toward constructivism for adult learners. British Journal of Educational Technology, 33(1), 27-37.
Kasworm, C. E. (1983). An examination of self-directed contract learning as an instructional strategy. Innovative Higher Education, 8(1), 45-54.
Kaul, M., & Lakey, B. (2003). Where is the support in perceived support? The role of generic relationship satisfaction and enacted support in perceived support’s relation to low distress. Journal of Social and Clinical Psychology, 22(1), 59-78.
Ke, F., & Kwak, D. (2013). Computers & Education Online learning across ethnicity and age : A study on learning interaction participation , perception , and learning satisfaction. Computers & Education, 61, 43-51.
Kitchener, K., King, P., Wood, P., & Davison, M. (1989). Sequentiality and Consistency in the development of reflective judgment: A six-year longitudinal study. Journal of Applied Developmental Psychology, 10, 73-95.
Knowles, M. (1989). The Making Of An Adult Educator. Toronto: University of Toronto Press.
Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Burlington, MA: Elsevier.
Koh, E., & Lim, J. (2012). Using online collaboration applications for group assignments: The interplay between design and human characteristics. Computers and Education, 59(2), 481-496.
Kucsero, J. V., & Zimmaro, D. M. (2010). Comparing the Effectiveness of Intensive and Traditional Courses. College Teaching, 58(2), 62-68.
Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education: An introduction. San Francisco: Jossey-Bass.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood (2nd ed.). San Francisco: Jossy-Bass.
Merriam, S., & Caffarella, R. (1999). Key theories of learning. In Learning in adulthood: a comprehensive guide (pp. 248–256). San Francisco: Jossy-Bass.
Merrian, S. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13.
Northrup, P. T. (2002). Online Learners’ Preferences for Interaction. Quarterly Review of Distance Education, 3(2), 219-226.
Park, J., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
Perry, W. G. (1981). Cognitive and ethical growth: the making of meaning. In The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society. San Francisco: Jossey-Bass.
Pratt, D D. (1988). Andragogy as a relational construct. Adult Education Quarterly, 38, 160-181.
Raidal, S. L., & Volet, S. E. (2009). Preclinical students’ predispositions towards social forms of instruction and self-directed learning: A challenge for the development of autonomous and collaborative learners. Higher Education, 57(5), 577-596.
Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology, 98(1), 209-218.
Reinhardt, J. P., Boerner, K., & Horowitz, A. (2006). Good to have but not to use: Differential impact of perceived and received support on well-being. Journal of Social and Personal Relationships, 23(1), 117-129.
Ross-Gordon, J. (2003). Adult Learners in the Classroom. New Directions for Student Services, 102, 43-52.
Simonds, T. A., & Brock, B. L. (2014). Relationship between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses. Journal of Educators Online, 11(1) 1-19.
Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.
Tonsing-Meyer, J. A. (2012). An Examination of Online Instructional Practices Based on the Learning Styles of Graduate Education Students. Quarterly Review of Distance Education, 14(3), 141-149.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
