Abstract
The need for lifelong learning has extended outside of traditional learning institutions and universities. Since long-learned information can become obsolete, organizations in all industries have adapted learning and development departments to provide training and new information on a continuous basis. To that end, “Local universities are now competing to offer long distance courses using e-learning as a medium for all working adults to further their studies. E-learning is considered the most suitable medium for working adult to further their studies considering the fact that time and location will always be the main limitation for them.” (Bakar, Wook, Ashaari, 2017, p.1). This study is borne out of the concern of the alarming amount of people who do not complete MOOC courses despite being designed with adult users in mind. The study focused on adult learners between the ages of 22 and 55 who work full-time while continuing their education online. This paper will explore the motivations, user engagement and results of e-learning with the adult learner population.
Keywords: e-learning, adult learning, adult learners, MOOC, online learning, self-directed learning, motivation
Throughout the world, e-learning is becoming an increasingly attractive option with the adult working population. Many adult learners, however, have not been completing courses they have for which they voluntarily signed up. The reasons could be as varied as the learners. One reason might be “according to Sauer (2001), E-learning can both be highly interactive and simultaneously isolating because of the inherent difficulties of developing cohesiveness and true connectedness among students. Nonetheless the experiences in this field are varied and ever increasing. This is clearly evidenced by its growing visibility and significance in the three key sectors; Academia, Business and Government.” (Hamada, 2013, p.2 ).
This study by Bakar, Wook and Ashaari sought to explore some of the reasons why there is such a huge disparity in e-learning sign-up and completion, particularly in the free MOOC format. User engagement practices was of particular interest.
Literature Review and Key Implications for Instructional Design
Bakar et al. (2017) provide a framework which outlines some of the relevant factors when designing for the adult learner population. They presented the theory based on the learning needs of traditional students vs. non-traditional online students. The study showed that user engagement is a critical component when designing for the adult learner. In this instance, the adult learner is typically defined has students ages 22 to 55 who work full-time and desire to continue their education through online learning. This population is generally motivated by different factors than traditional students who are often still dependents and of typical college age.
Key implications for instructional design are understanding the e-learning needs, motivation and user engagement of adult learners, particularly in the workplace. Understanding what motivates adult learners can inform instructional designers when designing and developing learning experiences for the adult learner in various industries. Principles of motivation, self-regulation, volition, learner-centered design, self-directed learning are among some of the factors that must be considered in e-learning design with the adult e-learner in mind.
Case Overview
The methodology used by Bakar et. al conducted a literature search to identify instances of adult engagement in a general web category and a search of user engagement in e-learning. From their findings they produced a framework for ease of use. The proposed framework is in effort to help organizations understand the general psyche of the adult learner to decrease obstacles and increase success rates in e-learning. “These factors can be a foundation of understanding users before the development of e-learning system,” (Bakar et al, 2017, p.3). The factors are categorized into seven themes highlighting the needs of adult learners. These themes were observed in adult e-learners who have goals of creating success in the form of online course completion and using the new knowledge for increased career opportunity and success. The themes include the effects of Emotion on the adult learner. Stress, tiredness, pleasure or general interest in subject matter are relevant. The Cognitive Ability of the learner measures curiosity about the subject, willingness to learn something new and educational background or learned knowledge brought to the e-learning experience. The Learning Style based on the age of the learner and different learning preferences when acquiring new knowledge. The Perceived Time to complete workload. Performance Expectancy is usually tied to what is in it for the learner. The Motivation is often prompted by job promotion, how the new knowledge will increase earnings and having a competitive edge in the marketplace. Lastly, the Technology theme must offer flexibility and ease of use. Adult learners can often be resistant to acquiring new knowledge so ease of use is a motivating factor.
The framework presents four stages of the user engagement process. The stages are Point of Engagement, Period of Engagement, Disengagement and Re-engagement. Previous study produced six attributes in user engagement, Perceived Usability, Aesthetics, Focused Attention, Felt Involvement, Novelty and Endurability. Further study concluded that each factor required its own engagement as web applications have individual functions (Bakar et al., 2017).
A search was done to find literature which identify factors pertaining to user engagement in e-learning. Through the search, two domains were established. The first domain used a general web search prompting user engagement, while the second focused on e-learning. From these two domains, seven themes were derived from the two domains which served in developing a framework. The seven themes influenced the four stages of user engagement termed Point of Engagement, Period of Engagement, Disengagement and Re-engagement. The four stages produced overall individual user engagement with e-learning. Furthermore, the seven themes were further broken down into two categories, the Internal and External Factors, which gauged the behavior of the user (Bakar et al. 2017).
Case Analysis
This case study emphasizes the special characteristics of the adult learner. Those characteristics must be considered when designing MOOCs or any e-learning courses for the adult learner. As mentioned in the article, the adult learner comes from various backgrounds [Bakar et al, p.1] but typically fall outside the definition of a traditional student. It is imperative that there is understanding of the lifestyles, motivation and cognitive abilities of the adult learner and use it in the design and development of learning opportunities geared toward them. Through the process of lifelong learning, adult learners tend toward self-direction in their online learning. “In line with the emergence of MOOCs, the expectations of students’ ability to conduct their own learning processes emerged emphasising the advantages of flexibility in time and space; a promise of meeting the needs of the adult learner,” (Buhl & Birch Andreasen,2017, p.98). The varied lives of the adult learner make flexibility hallmark in e-learning for adult learners. Whether by a synchronous or asynchronous format, adult e-learners must use self-motivation, volition (self-regulation) and self-direction to successfully complete e-learning courses. The cognitive ability of the student will be heavily employed in the process.
The concept of self-directed learning (SDL) is an important tool for adult learners. SDL is “defined by (Knowles, 1975, p.18) as learner processes that involve diagnosing their learning needs, formulating goals, identifying human and material resourcing, choosing and implementing appropriate learning strategies and evaluating learning outcomes,” (Reiser & Dempsey, 2018, p.288). Since much of the workload will be performed without an instructor-as-guide, adult learners will draw on much of their own cognitive abilities to complete assignments. Self-motivation is another important tool in the skills needed by adult learners. Motivation is fueled when learners feel that they can succeed (Reiser, 81).
As previously stated, the instructional designer must bear in mind the unique needs of the adult learner to effectively design and develop courses that will engage their need for flexibility, self-directed learning and maintaining motivation. Motivation among this population must be closely observed as the performance on e-learning materials can be influenced by intrinsic and extrinsic factors. Findings by Yoo & Huang on an entry survey to adult online learners indicated that real or perceived rewards for completion of e-courses are or can be gauged by the personal or professional ambitions of the learner. For adult learners “two levels of extrinsic motivational factors (short-term performance and long-term performance) that could impact online adult learners’ intrinsic motivations, which further suggests a need to consider factors beyond the online degree programs, such as workplace performance and career development, in order to sustain online adult learners’ continuous learning behaviors,” (Yoo & Huang, p.157).
Summary/Lessons Learned
Results of the case study by Bakar et al have shown that it is virtually impossible to design MOOCs or any other e-learning course without analyzing the needs, background and cognitive ability of the population you are serving. The adult learner population has needs that traditional students do not with work, family and other responsibilities. Time constraints, cognitive load and motivation are three main drivers that must be factored into learning designs for the adult learner.
Further research indicates the importance of considering user engagement with the e-learning material. As adult learner engagement with online material will be largely self-directed, ease of use is critical. Learning fatigue must be accounted for and alleviation of such fatigue must be built into the course design. Ease of use should help to alleviate fatigue and adequate scaffolding. It helps to understand what motivates students of that population for which the design benefits. Relevance to the learner’s life, needs and ambitions must also be considered to encourage user engagement. Yoo and Huang state that “Successful engagement with adult learners must be a collaborative effort between the administration, faculty, academic, and student service staff, as well as counselors, and staff in charge of supporting programs, and curricula” (Yoo & Huang, 2013, p.158). E-Learning is here to stay. It has only become more sophisticated in design since its early days. As the trend continues to grow, instructional designers will continue to be tasked with finding innovative ways to design and develop learning experiences that challenge, instruct and keep learners of all ages engaged. As the adult learner increasingly gravitates to the e-learning format, instructional designers must bear in mind their unique needs pertaining to life, family and career to attract, encourage and retain their engagement with learning material. As with the study highlighted in this paper, educational research as well as design undergo constant iterations. Iterations are necessary for finding the best solutions available. Further research can only help in continuing to serve the adult e-learner.
References
Bakar, Wook, Ashaari (2017). The development of E-learning user engagement framework for adult learners. IEEE, P 1-6.
Buhl, Andreasen (2017). MOOCs: The Promise of Meeting the Need of Flexibility for the Adult Learner? Proceedings of the European Conference on e-Learning: p. 98 -104
Yoo, Sun Joo; Huang, Wenhao David. Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences. Journal of Continuing Higher Education; Sep-Dec2013, Vol. 61 Issue 3, p151-164, 14p
Hamada, M. (2013). E-learning : New Technology, Applications and Future Trends. Hauppauge, New York: Nova Science Publishers, Inc.
Reiser, R.A. & Dempsey, J.V. (2018). Trends and Issues in Instructional Design and Technology. (4th ed). Boston, MA: Pearson Education, Inc.