Ausburn gender and learning strategy differences in nontraditional adult students'......

abstract
This study describes instructional design elements most valued by nontraditional adult
learners in hybrid learning environments that combine limited face-to-face contact with
online learning and collaboration. It identifies the online course features and
instructional goals selected as most important by a sample of 67 adults. It then compares
this group’s rankings with those of subgroups based on gender and preferred learning
strategies as measured by the Assessing the Learning Strategies of Adults (ATLAS) test.
The results of the study support the application of principles of adult learning in
developing online environments for adults, identify some differences in learning emphasis
by gender and preferred learning strategies, and underscore the importance of providing
a variety of learning options in adult learning environments with an online component.

http://www.ncolr.org/jiol/issues/PDF/3.2.6.pdf

mijn notes

• nontraditional working adults worden de grootste groep in hoger onderwijs
• vanwege drukke levens accepteren adult students e-learning makkelijker
• van de andere kant heeft men zorgen dat e-learning juist een nadeel is voor adult students omdat ze minder ervaringen hebben met technology en omdat ze graag in een tradionele klaslokaal les willen hebben.
• onderzoek toont aan dat studenten adult students graag een studyprogram hebben dat past in hun drukke levensstijl. belangrijkste redenen om een bepaalde studie te kiezen waren mogelijkheden om te versnellen, makkelijk te bereiken campus en aanwezigheid van online instructional options
• hybrid model = mixed mode = blended = sandwich is meest effectief
• belangrijk om in de gaten te houden bij deeltijd: 1 ze zijn anders dan de voltijd, 2 zij zijn individueel ook weer heel anders
• onderzoek geeft aan dat belangrijk is voor adult students: need-to-know, immediacy of application, sharing of life experiences, ownership of one's learning, autonomy, self-direction, collaboration and affinity for real-life learning.
• doel onderzoek: identify the online instructional features selected as most important bij adult students and to compare them with gender and specific learning strategies.
• resultaten: the adults in this study followed preferences patterns already established by adult learning theory for traditional instructional environments; placing high value on learning options, variety, self-direction of their learning resources and pathways, relevant content, development of a sense of group membership.
• the adults in this study also placed high value on effective two-way communication online with their classmates and instructor and felt they benefitted from frequent announcements
• it is important to create a learning community
• also clearly supported in this study is the growing expectation and demand of adults for learning options, choices and personalization of learning opportunities.