Advantages of adult online education

Online education has taken hold and is expanding quickly all over the world as a result of technological innovation and globalization. Any course or program that a higher education institution offers can be delivered to students anywhere in the world as long as they have access to the internet. The elder age, who aspire to have higher school credentials, is choosing online study as a means of advancing their own academic careers. As is well known, there are advantages to e-learning that encourage more people to use these applications.
According to research, there are a number of benefits to online learning that make it more appealing to adult learners. Firstly, E-Learning programs cater for convenience in terms of flexibility and freedom in learning. Secondly, they are cost-effective and provide an opportunity for enhancing an individual’s career projections. Thirdly, they provide the freedom to determine the pace of learning ensuring that adults get ample time to understand the various concepts. Lastly, online studies motivate and empower adult students as well as eliminate the risks, which limit their learning potential. Despite the fact that most researchers have come up to investigate this field to gain sufficient knowledge about its functioning, there seems to be very few researches that fully disclose the benefits of undertaking online study among adults. The purpose of this paper is to review the available literature of the field and provide an insight into what is already known about the benefits of adult online education.

Reference citation

Ausburn, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 327-337.

In this study, the researcher opts to describe the elements, which are most valued by adult learners who study in a combined environment. This consists of both web-based education model and traditional educational method. The findings showed that adults are concerned with options provided in course designs, variety, self-direction, a learning group, and personalization of studies. When these factors are considered, they guide an adult learner to the selection of the preferred mode of education.

Lynna Ausburn is an occupational education studies professor from Oklahoma University and has a wide experience in the field of education. She is an award winning researcher and this piece of peer reviewed document has been cited two hundred and seventy-nine times in related academic articles.

This research provides guiding literature on the reasons why adult learners prefer online education, thus supporting the point from the thesis that online education provides flexibility and freedom in learning.

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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.

In this study, the researcher investigates the experiences of adult learners who apply online competency-based education (CBE) in undertaking their bachelor degree program. The objective was to discover how CBE transforms traditional post-secondary practices on education. Furthermore, the study looked into how CBE serves the adult students’ needs, especially those applying non-traditional approaches in attaining higher education. The study found adult studies to be a self-directed, flexible, social, goal-oriented, result-driven and change-oriented process.

In this case, the researcher is a Doctor of philosophy student from the University of New Mexico. At the time of the research publication, the researcher was a lecturer at Missouri State University and has had the opportunity to instruct online students. Thus, the credibility of his study in contribution to this area of research can be attached to his experience as a lecturer in the field.

This research provides evidence of the benefits of online studies and gives further information as to why adults prefer online education. It will support the argument that online studies provide convenience in terms of giving adult learners the freedom to determine their pace of learning.

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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, 207-217.

According to the researchers, the benefits of online studies have led to the rapid growth in the number of online learners who are adults. However, there has been a high rate of dropouts in these programs. The objective of this study was to determine whether the dropouts had differences regarding their characteristics such as gender, age, and the level of education. Moreover, external factors and internal factors were also analyzed. The researchers identified that the adult learners enjoy and finish the online programs. This study will guide the intended research in its analysis of factors that make the adult learners choose online studies.

Hee Jun Choi is a professor of education in Hongik University and has published various articles in this area of study. This article is a peer reviewed paper, which has been cited six hundred and nine times.

Such a research provides evidence on the perception of the numerous benefits of online writing, which make the program to expand over various universities. This piece supports the point that online education motivates and empower adults to pursue their educational goals.

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Donavant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Sage Journals.

As noted by the researcher, adult education has created a paradigm shift. The researcher carried out a quasi-experimental study, which examined the effectiveness of online studies to boost professional development. The researcher evaluated the perception of online education among the various students. The findings of the study revealed that there was no significant difference in the effectiveness of both education models. The study also deducts that online education is more appropriate for the professional development of the adult learners.

The researcher Brian W. Donavat is an academician at the Tennessee University and his article has been cited a hundred and sixty-four times in other works. It has been published in the SAGE journals, whereby the credibility of the author and reliability of his findings are not questionable.

This study will support the thesis point on the benefits of online education as an avenue for adult learners, which helps them to make progress in their careers. The study reveals the circumstances that make adult people study online while still pursuing their careers.

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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 , 100-110.

In this study, the researchers applied a mixed method model to explore how online adult students perceive the online education model as an avenue for achieving their desired objectives in pursuing further education. The researcher considered the first and current generation of online students. The findings showed that both of them believed that they could succeed in the online studies. For the current generation, a demanding work environment has a negative influence on their ability to pursue their studies unlike the first generation of online students. However, regarding institutional support, both categories of learners utilize the support offered, especially technical and curriculum support. The researchers note that one of the benefits of online studies, which makes adult learners continue learning, is the flexibility provided by this method as opposed to the traditional approach.

Susan Dumais is an associate professor of Sociology, Lehman College. Despite being an academician, the researcher has presented this study for review and publication in the American journal of distance education. The article has been cited fifteen times.

This research provides the literature on the challenges in coming up with an online program. It brings out the challenges faced in undertaking online studies. As such, it provides comparisons to the expected benefits of online education such as flexibility, cost effectiveness and motivation aspects.

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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, 661-680.

The researchers in this study conducted an investigation on the online adult students’ perception of interactions, performance, and satisfaction of adult learners regarding online courses. They applied the Blackboard platform model of inquiry whereby course-related and student background variables were investigated. To evaluate the extent of interaction, the relationship between online student, course instructor, course content, and classmates were evaluated. Their findings showed that in absence of group activities, the interaction between the learner and content, and student and course instructor played a crucial role in determining students’ satisfaction with online education. It was also found out that there is a positive relationship between internet self-efficacy and three levels of interaction.

Yu-Chun Kuo is an assistant professor at Rowan University and, along with the second author, had this study published and peer reviewed in the journal of education technology research and development. It has already been cited five times by other scholars in the same field.

The study provides necessary literature for creating crucial assumptions on those factors that lead to adult satisfaction while undertaking online education. Furthermore, it supports the argument that online education is a more cost-effective approach as opposed to the traditional model.

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Mason, R. (2007). Learning technologies for adult continuing education. Studies in Continuing Education, 121-133.

In this study, the researcher opts to focus on a discussion about three technological advances as used by adults who choose to continue their education using the online learning approach. The sample population utilized for the study consisted of adults pursuing online Master’s programs. The online platforms that were considered included: learning objectives, blogging, and the application of e-portfolios. He notes that online students apply three techniques which are: self-directed learning, choice of activities to undertake, and after-study reflection.

The credibility of Mason’s study can be proven through the publication of his work in the international journal of continuing adult education. It has been cited by two hundred and sixty-three researchers. The author’s work has been critically reviewed by peers to make the findings acceptable and thus making his study useful.

The findings of the given research provide knowledge of the various online platforms used by the online adult students. The study shows the benefits of each platforms and supports the thesis argument that online education motivates and empowers adult learners to take control of their professional and personal objectives.

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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

The objective of this study was to explore the program instructors’/coordinators’ experiences in teaching online adult learners. Specifically, the researchers examined the perspectives of the instructors about the challenges and benefits that both instructors and students gain from online learning. Recommendations were to be made for those intending to switch their mode of study to the online module. The literature review showed that the faculty involved was primarily concerned with designing and delivering the program without consideration of the instructor’s experience. Professional development was recommended for the course design and construction so that the adult learners can benefit from online studies. As such, it is true to state that online programs provide convenience.

Matteyna Stephens is a postdoctoral research assistant at the Texas State University and her academic qualifications are sufficient evidence to the credibility of her work. The presentation was adapted in a high profile conference representing the authenticity of the researchers’ work.

This paper provides a background that will assist in formulation of research questions regarding the presentation of online programs. This study will support the argument that online education is more convenient in terms of flexibility of learning.

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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 , 151-164.

The researchers in this study noticed that most universities offer online degree programs nowadays and the number of such programs is on the increase in the U.S. They also note that interacting with the online adult students in these degree programs is a difficult task unlike in the past, when the program was new. The study was carried out in the Land Grant University whereby an examination of motivational factors contributing to adult learners’ engagement in online programs was conducted. Intrinsic motivators could be attributed to gender differences while age differences influenced the online students’ long and short-term external motivations.

Sun Joo Yoo is a Human Resource Principal Consultant of Samsung SDS who has a doctorate degree from University of Illinois at Urbana-Champaign, USA. This study has got thirty-two citations due to the mastery shown in this field of research.

This research contributes to the intended one by providing the ideas regarding the motivating factor for selecting online education. The study will support the aspect of online education as a source of motivation and empowerment for the adult learners.

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Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 71-87.

In this study, the research objective was to examine adult learners’ emotions concerning the undertaking of online education programs. Moreover, the researchers sought to identify the online course which they took first as a result of undertaking e-learning. The researcher created a theoretical approach and formulated a method to determine how emotional discourses are applied by adult students, the roles they assume in influencing online learning, as well as determining how these emotions have changed over a year of online study. The researchers found out that online adult learners respond emotionally when undertaking online courses. He also noticed that online learning changes their way of talking and further revealed the differences in emotional responses concerning both men and women, who undertake online studies.

The research findings are reliable and, by virtue of being a professor of education at the Open University of Cyprus, the author further presents his work for a peer review and publication at one of the top-ranked academic Journal of Distance Education.

This study provides a foundation for supporting the point that online education provides freedom and flexibility in learning as well as providing the freedom to determine the pace of learning.

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References

Ausburn, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 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., & Jun, P. H. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. ournal of Educational Technology & Society, 207-217.

Donavant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Sage Journals.

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 , 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, 661-680.

Mason, R. (2007). Learning technologies for adult continuing education. Studies in Continuing Education, 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 , 151-164.

Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 71-87.