Introduction
Most spheres that have an impact on how people live their lives have changed during the past ten years. The methods of learning have changed in the field of education due to technological improvements. Since it is simple to obtain study materials, for instance, it has encouraged research and development. E-books are available from several institutions as study tools. In addition, their organizations have created novel teaching strategies like online courses and e-learning (Chen, 2017).
Advantages of Adult Online Education
Because online classes allow students to take classes at a time and location that is convenient for them, this has helped universities and institutions to accommodate more students. Consequently, elderly adults, people who are employed, and mothers who wish to further their studies. However, there has been a heated debate over the last few years concerning the inclusion of adult online education in the university's curriculum. These institutions of higher learning have based the decision of comprising adult education in their curriculum on the advantages vested on distant learning.
Flexibility in Learning
The research has indicated that adult online education is a great substitute for class education because grownups can access education 24 hours per week at anytime and anywhere with limited restrictions to the school of choice. Online learning allows more people to acquire higher education at their convenience. The learners will also have the freedom to structure their learning based on availability since most of the people seeking online learning are committed to works like employment and parenting (Kuo, 2016). Additionally, the higher education institutions will not incur more cost of admitting a large number of students who require physical structures like classes. Finally, there is continuity of talents and passage of information. Everyone needs to know the dynamic changes occurring across the world. Online learning acts as a research bridge to incorporate skilled people into the systems and promote the exchange of ideas.
Pursuit of Education for Parents and Working Adults
The research has indicated that may parents portray willingness to pursue further education. However, due to time and resource constraints they end up losing hope. Since parents spend most of their time at either work or parenting there is a need to develop a strategy through which any person regardless of age and location willing to pursue education can access learning facilities. Most of these parents can pursue a non-technical course like psychology, sociology, and social relations among others (Donavant, 2009). These courses do not necessitate any physical presence of a moderator or instructor to learn. The paramount requirement here is study materials and a guide for the scope of a course. Therefore, they can be offered through distance learning.
Working adults will also yearn to further their learning probably to expand knowledge or necessity for a job promotion. For instance, if a technical worker at a particular workstation wants to be promoted to department manager, he or she will be required to portray some leadership or managerial skills. Based on the qualification and performance of such person, one can pursue business management while still at work (Choi, 2009). This is even a better approach since an individual can apply some of the basics learned in the workstation. Additionally, some employers are demanding more education. Since these workers are engaged in their better parts of the days, online avenues will allow them further their education. Therefore, offering adult online education will benefit these individuals and promote inclusion of technical workers in management (Yoo, 2013). For instance, the primary requirement for the middle-level management in any organization is the ability to make a decision.
Creating a Better Learning Environment
Online education allows extraction of the better learning environment. In the current technologically developing world, most universities are transforming schools to research centers for science and innovations. As such, they are becoming more unconducive for courses that are not related to science and technology (Mason, 2007). Therefore, such course can be offered alternatively through an online platform where the learners will create their conducive environment for learning. The students can access learning materials while still at their homes.
Promoting Research and Mentoring
Adult online education will provide a continuous culture of research. The availability of internet connectivity and continued efforts to transform the world into a global village require ongoing studies. Online learning will promote research and involvement of people at different ages and areas contributing to the same idea. In most scenarios, older adults are experienced and can provide better approaches to problem solving (Stephens, 2017). Additionally, when adults are exposed to similar problems as young people, they can offer mentorship and guidance. Thus, creating an avenue to accommodate them in the curriculum will promote this continuity.
Reducing Illiteracy and Expanding Knowledge
Online adult education will reduce the level of illiteracy in the society. Most of the older adults are below literacy level due to challenges encountered during their early ages. Some people at retirement age will find the need of having other skills that could be employed in other careers. For instance, some retired people can offer their services through voluntary organizations like Red Cross (Ausburn, 2011). However, because of the limitation posed by their qualification type, they may not be accommodated. Nevertheless, if such people are offered chances to pursue a simple course that will facilitate them to work as volunteers, they will find the course resourceful.
Cost-Effective Learning
Online education is not expensive regarding resources. When a course is offered through an online platform, the student will only incur the cost of examination and little management fee as opposed to traditional learning where the student bears even the cost of maintaining the physical facilities (Zembylas, 2008). Students from low-income backgrounds may not afford expensive educational resources, but they will afford to create a conducive environment and complete a simple course.
Embracing a Continuous Learning Process
Online adult education will promote the expansion of knowledge. Since the world is witnessing dynamic changes every day, it is important to create an avenue where people regardless of their age can learn of the current and projected inventions. In addition, these changes are leading to corresponding changes in the approaches to solving problems. People can no longer apply skills learned and knowledge of one decade ago in the current society due to these technological changes (Mason, 2007). As such, there is a need to bridge the gap continuously by allowing an adult to embrace distant learning.
Conclusion
Finally, it is important to embrace the fact that we are living in a diverse-changing world, which is ripe with new opportunities every day. The accessibility of information, skills, and knowledge anywhere at any time is offering more opportunities than ever before. Online learning has broadened the reach and scope of curriculum to greater horizons than ever imagined. Therefore, learning institutions have a responsibility and an obligation to create an informed society characterized by a continuous learning process (Dumais, 2013). Further, one scholar once said that when individual stops to learn, he or she starts to die. It is important also to utilize talents from people despite their age. Thus, online adult education will indeed facilitate this move.
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. Retrieved from http://digitalrepository.unm.edu/educ_llss_etds/71
Choi, J.-H., & Jun, P. 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: A Journal of Research and Theory, 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, 28(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.
