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Factors That Influence Learning Outcomes of Adult Students Enrolled in Distance Education

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  • October 2011
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FACTORS THAT INFLUENCE LEARNING OUTCOMES OF ADULT STUDENTS ENROLLED IN DISTANCE EDUCATION

Table of Contents
Chapter 1: INTRODUCTION3
Relevant Background Information3
Statement of the problem6
Purpose of the Study7
Research Questions7
Theoretical Framework8
Chapter 2 – LITERATURE REVIEW12
Distance Learning12
Conceptual models: Adult-learning models15
Adult Learning Styles17
Barriers to Learning in distance education19
Faculty Barriers in Distance Learning20
Adult Learners and Motivation in distance education20
Personality Type/Learning Style and Computer Anxiety21
Chapter 3 - RESEARCH METHODOLOGY23
Chapter 4 – FINDINGS and RESULTS24
Chapter 5 – CONCLUSION27
References29

Chapter 1: INTRODUCTION

Distance education have given adult the opportunity to enroll in courses with the advantage to study any where when there is time, and do not have to give up important personal responsibilities. According to Knowles (1991) adult learn differently and for different reason. Hill (2001) stated that distance learning is the process of creating an educational experience of equality for the learner to best suit their out side the classroom. This paper will explain the different theories of adult learning, the different factors that effect and motivate adult learning in a distance education. Also, how personality type and learning styles influence learning in distance education.

Relevant Background Information

While distance education is often presented as a relatively new education mode, it has been around for some time. It began as a correspondence learning during the nineteenth century and continued into the twentieth century, transforming into mass communications through the use of radio and television (Cohen, 1999). As the century progresses, distance education further developed in the forms of extended education, open education, and distance learning (Towie 2008). The University of...

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