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

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

Table of Contents
Chapter 1: INTRODUCTION 3 Relevant Background Information 3 Statement of the problem 6 Purpose of the Study 7 Research Questions 7 Theoretical Framework 8
Chapter 2 – LITERATURE REVIEW 12 Distance Learning 12 Conceptual models: Adult-learning models 15 Adult Learning Styles 17 Barriers to Learning in distance education 19 Faculty Barriers in Distance Learning 20 Adult Learners and Motivation in distance education 20 Personality Type/Learning Style and Computer Anxiety 21
Chapter 3 - RESEARCH METHODOLOGY 23
Chapter 4 – FINDINGS and RESULTS 24
Chapter 5 – CONCLUSION 27
References 29

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 London

References: Abels, P. (2005) Distance education in social work: planning, teaching, and learning N.Y, Educational Technology & Society, 11(3), 216–223 Arbaugh, J. B. (2000) Virtual classroom versus physical classroom: An exploratory comparison of class discussion patterns and student learning in an asynchronous Internet-based course. Journal of Management Education, 24(2), 207-227. Arbaugh, J.B. (2000) How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses. Retrived oct 9, 2010 from Business communication Quartely. Bachari, El. Abdelwahed H. &Adnani M. El (2003) paper Design of an adaptive E-learning model based on Learner’s personality faculty of science Semalia, Cadi Ayyad University Ballard, L Bayram, S. Deniz, L. & ERDOGAN Y, (2008) The role of personality traits in web based education Beder, H Burgess, P. (2001). Reasons for Adult Participation in Group Educational Activities. Adult Education, 22, 3-29. Caffarella R.S. &Baumgartner , L (2007) Learning in adulthood 3rd ed A comprehensive guide. Cohen, A. (1999). Instructional technology and distance learning through the internet. Educational Media International, 36, 3, 218-229. Conner, M. L. "Andragogy and Pedagogy." Ageless Learner, 1997-2004. Retrived September 20,2010 Cornwall T Davies, R.S. Howell,S.L. & Petrie J. A. (1998-2007) A review of trends in distance education scholarship Brigham Young university USA Deans, C Dede, C.J. (2000). The evolution of distance learning: technology-mediated interactive learning. Journal of Research on Computing in Education, 22(1), 18-36. Dunn, R., Dunn, K. & Price, G.E. (1979) Identifying individual learning styles. In Student Learning Styles: Diagnosing and Prescribing Programs. Reston VA: National Association of Secondary School Principals (pp. 39-61). Emen, J. (2008) 4 bissest drawback to distance learning and taking classes on line. Article Nov 4,2010 from ASK .com database. Gregorc A. (2003). An adult 's guide to style. Maryland, MA: Gabriel Systems. Grill, J. (1999). Access to learning: Rethinking the promise of distance education. Adult Learning, 10, 35-50 Grossman, W Harrington, R. & Loffredo D.A.(2009) Holmberg B Kennedy, C A. (2000) what influences student learning in an online course Retrieved Nov 10, 2010 Knowles (ed) Andragogy in action: Applying modern principles of adult learning, San Francisco, CA: Jossey-Bass. Knowles, M. S.(2000). Introduction: The art and science of helping adults learn." In M.S. Kolb, D.A. (1981). Learning styles and disciplinary differences. In A.W. Chickering and Associates (eds.) The Modern American Doctoral. San Francisco: Jossey-Bass (pp. 232-255). Kolb, D.A. (2000). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall Inc. Lynch J. E. (1999). Who succeeds in distance education? Characteristics of distance education students Arizona Retrieved oct 10, 2010 , from Questia detabase: http//www.questia.com Malhotra, N.K., Sizzo, S.L Mawhinney, Charles H. and Saraswat, Satya Prakash (2001). Personality type, computer anxiety and student performance: An empirical investigation. The Journal of Computer Information Systems, 31(3), 101-103. McIsaac, M. S., & Blocher, J. M. (1998). How research in distance education can affect practice. Educational Media International, 35, 1, 43-47. Merriam, 8. & Caffarella, R. (2001). Learning in adulthood. San Francisco: Jossey-Bass Mezirow, J Mezirow, J. (2001). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. Moore, M. & Kearsley, G. (2005). Distance education a systems view 2nd ed Morris, M Myers, I. B., & McCauley, M. H. (1999). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press Orr, C., Allen, D Sahin, I., & Shelley, M. (2008). Considering Students’ Perceptions: The Distance Education Student Satisfaction Model.