Technology-enabled online learning in higher education
Technology-enabled online learning has risen to prominence in higher education during the past ten years. It is clear that the majority of students enrolling in online courses are adults with families and full-time jobs as more higher education institutions continue to offer these courses and degree programs (Yoo and Huang, 2013). Concerning adult online education and the newest player in higher education, this development has sparked discussions and disagreements. Universities and other post-secondary institutions must now consider the needs of these students and examine the possible advantages and constraints of online learning as higher education works to accommodate the older generation. Whereas past studies have explored the features and benefits of e-learning programs, it is necessary to examine the benefits of such programs in comparison to classroom education. The research suggests that e-learning is beneficial as it is accessible, flexible, enables personalized learning, and promotes degree attainment rate and career development.
Accessibility of online studies
One of the arguable benefits of online studies is its accessibility. Research shows that compared to on-campus education, e-learning is easily accessible from home, office, and even remote areas (Stephens, Coryell and Pena, 2017). This convenience is received with the help of technology aids such as internet that allow students to access learning content and materials at the comfort of their homes or offices. According to the research by Choi and Park (2009), most adult learners are unable to go back to school to complete a course or degree program because of some challenges and responsibilities. Such challenges include: demanding jobs, family roles, financial problems, and time constraints (Choi and Park, 2009). Compared to on-campus education, online education is also less costly as individuals do not need to travel to school to attend lectures (Chen, 2017). Besides, working people do not need to sacrifice work hours to attend classes. With this improved convenience and affordability, more adult learners can access education.
Convenience of distant education
Another benefit of distant education is its convenience. According to the study by Stephens, Coryell and Pena (2017), the older generation prefers taking online classes because of the easy schedules as opposed to attending on-campus classes. In addition, Zembylas (2008) found out that due to the options that e-learning offers, individuals study in a private space. In a contrasting view, according to Dumais, Rizzuto, Cleary and Dowden, employed people often have to deal with rigid work environments and distant learning allows them to balance school work with other commitments (2013). Similarly, Chen (2017) found adult studies to be a social and result-driven process allowing individuals to manage multiple obligations. Subsequently, the freedom of distance learning ensures that employed people attend school and still spend time with their families and take work breaks. Besides, e-learning does not limit place and time of teaching for instructors. Without such options, many adult learners would not be able to attend classes if on-campus classes were the only option.
Personalized or self-directed education
Compared to on-campus education, online adult education promotes personalized or self-directed education. According to a study by Ausburn (2011), employed people tend to value self-directedness, feedback and options while pursuing educational ambitions. Consequently, e-learning has online platforms that offer communication channels like emails and Blackboard platforms that allow constant communication and interactions between instructors and students (Ausburn, 2011). In addition, the technology-based education offers choices in course designs, material access and personalization of studies. Similar views were reported by Mason (2007) who argues that e-learning incorporates technologies like e-portfolios and blogging that are critical in promoting self-directed learning and offering choices. For instance, some older individuals report to benefit from frequent communications and reminders that is enhanced by technology in online education. Students have also reported improvement in their work as a result of constant communication and feedback from course instructors. Some of these communication features are not readily available in the traditional classroom setting. In a different view, Kuo and Belland, found out that distant learning offers personalized student-content and student-instructor interactions that most individuals prefer (2016). With such features, online adult education is beneficial to learners as it promotes self-directed education.
Continued learning and degree attainment
Another arguable benefit of e-learning programs is the ability to promote continued learning and degree attainment. In Choi and Park (2009), high attrition rates were reported in these programs. Whereas some factors and situations force people to drop out of both classroom and distant learning programs, some e-learning features enhance continuity. For instance, since individuals are not required to attend classes, they are able to balance school with other commitments. Subsequently, this provides employed people with time to learn and complete their education (Choi and Park, 2009). In addition, compared to on-campus learning, distance learning has choices that positively impact degree program completion rates and minimize dropout rates (Yoo and Huang, 2013). The researchers also found out that compared to individuals attending classroom education, people pursuing technology-based education are more likely to finish courses without dropping. Hence, the ease and opportunities presented by e-learning make it easier for adult learners to complete their degrees.
Enhanced professional development and career prospects
Technology-based education can potentially enhance professional development and career prospects of employed individuals. According to the study by Yoo and Huang (2013), older people consider distant studies to be beneficial towards their jobs as they get a chance to learn and apply the acquired knowledge in a real work environment. In addition, some online courses and degree programs enable people to attain professional experiences as well as the connections necessary for career advancements. Such conveniences are availed by the opportunity to study and interact with peers who are already pursuing careers (Yoo and Huang, 2013). While similar conveniences can also be found in on-campus learning, Donavant found out that the mode of delivery for e-learning programs is easier and friendlier (2009). Consequently, this increases the likelihood working individuals to complete their professional development courses that is necessary for career growths.
Conclusion
In conclusion, it is evident that compared to classroom education, e-learning programs yield various advantages that attract older students. Considering the unique needs and commitments of working individuals, online education can potentially offer more benefits. Since e-learning offers freedom and choice in terms of study materials and instructor feedback, it is more accessible and affordable compared to on-campus learning. The convenience and flexible nature of distant learning means that individuals can attain education while maintaining commitment to their jobs and families. Besides, the communication and interaction channels of technology-based programs enable personalized and self-directed learning. Lastly, the ease and flexibility of distant education enable employed individuals complete their courses and obtain the experiences and connections necessary for professional development. The arguments presented in this paper suggest that distant education is more beneficial than classroom education.
References
Ausburn, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 41(4), 327-337.
Chen, F. (2017). An alternative pathway to college: A qualitative case study of an adult learner in an online Competency-Based Education (CBE) Bachelor’s Degree Program.
Choi, J.-H., & Park, J. H. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
Donavant, B. W. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. Adult Education Quarterly, 59(3), 227-245.
Dumais, S. A., Rizzuto, T. E., Cleary, J., & Dowden, L. (2013). Stressors and supports for adult online learners: Comparing first- and continuing-generation college students. American Journal of Distance Education, 27(2), 100-110.
Kuo, Y. C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 64(4), 661-680.
Mason, R. (2007). Learning technologies for adult continuing education. Studies in Continuing Education, 8(2), 121-133.
Stephens, M. L., Coryell, J., & Pena, C. (2017). Adult education-related graduate degrees inside the challenges and benefits of online programming. Adult Education Research Conference. Retrieved from http://newprairiepress.org/cgi/viewcontent.cgi?article=3880&context=aerc
Yoo, S. J., & Huang, W. D. (2013). Engaging online adult learners in higher education.
Motivational factors impacted by gender, age, and prior experiences. The Journal of Continuing Higher Education, 61(3), 151-164.
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71-87.
