NECESARRY CHANGES FOR ADULT LEARNERS

It is quite obvious that the University of Phoenix is an institution that has its “finger on the pulse” of Education Technology (ET) for its online and campus programs. They make full use of Web 2.0 technology and encourages its distance learners to do the same. With this in mind, there is a perspective that the University of Phoenix has yet to fully address: the lack of familiarity with Ed-tech and/or Web 2.0 learning tools on the part of its adult learner population. For those who are fully integrated into online research – or even social networking! – there is an assumption that everyone else is as well; or that those who are not comprise a minority of adult learners.

This is far from the truth. Many adult education programs report that there is a high attrition rate for first time eLearners. Smith-Tyler (2006) cites Whipp & Chiarelli (2004, pg. 6), who offer a very succinct observation: “A learner undertaking eLearning for the first time is confronted with multiple challenges and learning curves that can impact significantly on his/her confidence and ability to succeed as an eLearner.  These challenges include but are not exclusively “… technical access, asynchronicity, text-based discussions, multiple conversations, information overload and isolation”. Simpson also offers a startling statistic from the UK Open University, that “35% or more of eLearners withdraw before submitting their first assignment, which suggests that a learner’s initial experience with eLearning may well have a significant impact on a decision to drop out”.

An unfamiliarity with Web 2.0 tech is an area that the University of Phoenix should thoroughly address for its adult learners. Granted, they do provide workshops for students but these are generally voluntary. Pearson (2007) offers solutions for building an early rapport with online research for high school and journalism undergrads and graduate students, some of his ideas can be incorporated by the University of Phoenix if their desire is to increase the confidence and success rates of its adult learner population. His suggestions include developing a “degree track for teachers with certifications in language arts, art education and computer science” and he also proposes online research of public records, assembling databases, doing podcasts of lectures, thus “their lifelong connection to web 2.0 and online studies can be strengthened”.

While his proposals are for integrating Journalism majors to online

course work, they can be adapted by the University of Phoenix to

aid its adult learners in improving their knowledge of education

technology. This should not be limited to adult learners in

computer science programs, moreover required modules with

online assignments can be incorporated into every course.

Podcasts:

         Students can develop their own podcasts. How-To links can be provided showing them how to do podcasts. Podcasts can be designed by individuals and/or learning teams. Podcasts can cover a myriad of topics including assignments, lectures, personal projects, etc.

    Online Research:

         Adult learners can be given simple research projects that require using databases. Projects can be simple, keeping in mind that for many students in this demographic, online familiarity is at a minimum.

 Blogs:

         Adult learners can be required to start and maintain a blog throughout the course. As with podcasts, how-to links can be provided offering instruction on how to set up a blog spot. This is an area where they can be “encouraged to shine”, their blog(s) can be educational, creative, political – whatever strikes their fancy! They can post their assignments, offer commentaries on text books, required articles, opinions on information presentation, etc.

These are just a few ideas that the University of Phoenix can
incorporate on a more intensive level to ensure successful learning
opportunities for its adult learner population. Granted, many can
argue that some of these ideas are already included in many UoP
courses. However, they are not in all of them, and they are not
presented as being specifically for its adult learner population. The
University of Phoenix provides a few workshops, nothing more.
Other than that, it is “sink or swim”. Adult learners are forced to
seek help in familiarizing themselves with how to post
assignments, how to access, open, download and/or print out text
book chapters, and do online research. That is where Smith’s
 (2006) observations come into play. There is an assumption that
the workshops are all that is needed, yet he points out that “many
 mature adults have limited digital literacy experience and are
 generally far less adept at decoding the multi-media interfaces
involved with eLearning than their younger counterparts”.

The ideas listed for necessary upgrades are suggestions only; the
University of Phoenix is much further ahead than many of its
counterparts. However, there is still room for improvement. These
 observations/suggestions are based on personal experience as a
 UoP student who is also an adult learner that was not familiar with
ed-tech when starting graduate work. The options where simple:
sink/fail the course or swim/pass the course. Swimming has been a
trial of errors, near-misses and even a few failures.

The one week workshop offered at the beginning of the graduate course work was insufficient, more direct instruction would have been welcomed but was not forthcoming. If only one adult learner communicates this online inadequacy, we can be assured that there are more adult learners who are experiencing it as well. As such, with all of the positive strides the University of Phoenix has made incorporating advanced educational technology into its courses, there is room for necessary upgrades and changes that will assure greater success for its adult learners.

References:

 Pearson, K.  (2007). Start Earlier. Expand the Mission. Integrate Technology. Nieman Reports. 61.3. Fall.

 Smith-Tyler, K.  (2006). Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-Out, Withdrawal and Non-completion Rates of Adult Learners underTaking eLearning Programmes. Journal of Online Learning and Teaching. June.