Online Education and Adult Learning: New Frontiers for Teaching Practices Terry Kidd Texas A&M University, USA InformatIon scIence reference Hershey • New York Director of Editorial Content: Senior Managing Editor: Managing Editor: Assistant Managing Editor: Publishing Assistant: Typesetter: Cover Design: Printed at: Kristin Klinger Jamie Snavely Jeff Ash Michael Brehm Sean Woznicki Jeff Ash Lisa Tosheff Yurchak Printing Inc Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com/reference Copyright © 2010 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Online education and adult learning : new frontiers for teaching practices / Terry T Kidd, editor p cm Includes bibliographical references and index Summary: "This book disseminates current issues and trends emerging in the field of adult e-learning and online instruction"-Provided by publisher ISBN 978-1-60566-830-7 (hardcover) ISBN 978-1-60566-831-4 (ebook) Adult education. Computer-assisted instruction Continuing education Computer-assisted instruction Internet in education I Kidd, Terry T LC5219.O55 2010 374'.26 dc22 2009014484 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher Table of Contents Foreword xvi Preface xvii Section Introducing New Perspectives on Online Learning Chapter The Online Adult Learner: Profiles and Practices Judith Parker, Teachers College/Columbia University, USA Chapter Online Pedagogical Effectiveness in Adult Contexts 11 Kathryn Dixon, Curtin University of Technology, Australia Robert Dixon, Curtin University of Technology, Australia Chapter A Theoretical Model for Designing Online Education in Support of Lifelong Learning 29 Lawrence A Tomei, Robert Morris University, USA Chapter A Brief History of eLearning 46 Terry T Kidd, Texas A&M University, USA Chapter Online Learning: A Transforming Educational Environment for Adults in Higher Education 54 Patsy D Moskal, University of Central Florida, USA Charles Dziuban, University of Central Florida, USA Joel Hartman, University of Central Florida, USA Chapter The Role of Individual Learner Differences and Success in the Online Learning Environments 69 Jozenia T Colorado, Emporia State University, USA Dusti Howell, Emporia State University, USA Section New Frontiers for Online Teaching and Adult Learning Practices Chapter Fear Factors: Hidden Challenges to Online Learning for Adults 81 Patricia Sendall, Merrimack College, USA Raymond J Shaw, Merrimack College, USA Kim Round, Merrimack College, USA Jane T Larkin, Merrimack College, USA Chapter Factors Leading to a Quality E-Learning Experience 101 David Lewis, University of Massachusetts Lowell, USA Edward Chen, University of Massachusetts Lowell, USA Chapter Anytime/Anywhere Online Learning: Does It Remove Barriers for Adult Learners? 115 Terry A Morris, Harper College, USA Chapter 10 The Evolution and Influence of Social Presence Theory on Online Learning 124 Patrick R Lowenthal, University of Colorado Denver, USA Chapter 11 Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment 140 Flávia Amaral Rezende, Art Institute of Campinas University (UNICAMP), Brazil Chapter 12 The Paradigm Shift for Adult Education: From Educational Slavery to Learning Freedom of Human Brain with Synaptic Learning 150 Nishikant Sonwalkar, USDLA and Sonwalkar Consulting Group, USA Chapter 13 Empowering the Culture of Quality Research within Ethical Standards in Distance Education 164 J.O Osiki, National University of Lesotho, Lesotho Chapter 14 Developing Social Skills through an On-line Learning Environment: A Qualitative Study 183 Niki Phillips, Hellenic Open University, Greece and Bank of Cyprus, Greece Marianthi Karatza, Bank of Cyprus, Greece Argiris Tzikopoulos, Agricultural University of Athens, Greece Chapter 15 Mixed Research and Online Learning: Strategies for Improvement 202 Patrick R Lowenthal, University of Colorado Denver, USA Nancy L Leech, University of Colorado Denver, USA Chapter 16 Digital Games for Online Adult Education: Trends and Issues 212 Muhammet Demirbilek, Suleyman Demirel University, Turkey Section Case Studies of Online Learning Chapter 17 Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program: The Case of Global Business Management 224 Jeffrey Hsu, Fairleigh Dickinson University, USA Karin Hamilton, Fairleigh Dickinson University, USA Chapter 18 A Costume Odyssey a.k.a Teaching Costume History in a 21st Century Classroom 237 Claremarie Verheyen, University of Houston, USA Youmei Liu, University of Houston, USA Chapter 19 Project Management for Project-Based Learning: A Case Study of Course Projects with Small Virtual Instructional Design Teams 247 Shahron Williams van Rooij, George Mason University, USA Chapter 20 Perspectives of Online Doctoral Students in Educational Leadership 264 Vicky Gilpin, Richland Community College and Cerro Gordo High School, USA Chapter 21 Impact of E-Learning on Adult Education: A Changing Postmodern Approach 273 Royce Ann Collins, Kansas State University, USA Jeff Zacharakis, Kansas State University, USA Chapter 22 Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals 284 Xenia Coulter, SUNY Empire State College, USA Alan Mandell, SUNY Empire State College, USA Compilation of References 305 About the Contributors 342 Index 349 Detailed Table of Contents Foreword xvi Preface xvii Section Introducing New Perspectives on Online Learning Section one introduces the audience to the historical developments of online learning within the educational and business context With more than thirty years of research on the subject of online learning, this section will further present how advances in information and communication technology as well as new techniques for teaching have given new perspectives for teaching in the online environments This section is well versed with strategies, models, and tools to help manage and sustain an online learning environment for the adult learner Chapter The Online Adult Learner: Profiles and Practices Judith Parker, Teachers College/Columbia University, USA While the online adult learners are growing in numbers, the diversity in what motivates them and what they expect from an online course has grown as well This paper explores the current literature as well as qualitative and quantitative data from course surveys and student reflections in online courses taught by the author in an attempt to profile these learners, determine why they are taking online courses and investigate their evolving attitudes toward technology It includes summaries and student quotes to portray the individual thoughts of online adult learners Chapter Online Pedagogical Effectiveness in Adult Contexts 11 Kathryn Dixon, Curtin University of Technology, Australia Robert Dixon, Curtin University of Technology, Australia A longitudinal study of students in the Training and Development program at Curtin University of Technology has been undertaken in an attempt to develop a framework which describes the dimensions of pedagogical effectiveness in online teaching and learning The research began in 2004, and data have been collected from the sample group of students in the program from 2004–2007 As a result of Analysis and review of the findings, theOnline Pedagogical Effectiveness Framework (OPEF) emerged incrementally The new framework challenges the traditional importance placed on the centrality of teaching skills and the need for student interaction in online teaching and learning, which according to this study, diminished over time This has ramifications for the interchangeability of the roles of teacher, learner, and instructional designer peers and colleagues Chapter A Theoretical Model for Designing Online Education in Support of Lifelong Learning 29 Lawrence A Tomei, Robert Morris University, USA The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed text book Text books changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed This chapter introduces a new model for designing instruction using this state-of-the-art venue; an archetype for effective instructional design for lifelong learning Chapter A Brief History of eLearning 46 Terry T Kidd, Texas A&M University, USA The purpose of this chapter is to explore prior research associated with the history of eLearning While issues related to the eLearning, technology and innovation adoption, the online environment, the role of faculty in online environments, and preparing faculty for online instruction are important, it is prudent to examine the history of this innovation in order to chart the future of such practices Chapter Online Learning: A Transforming Educational Environment for Adults in Higher Education 54 Patsy D Moskal, University of Central Florida, USA Charles Dziuban, University of Central Florida, USA Joel Hartman, University of Central Florida, USA The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction The authors conclude by considering the opportunities and challenges for adults in online distance education Chapter The Role of Individual Learner Differences and Success in the Online Learning Environments 69 Jozenia T Colorado, Emporia State University, USA Dusti Howell, Emporia State University, USA “Education over the Internet will be the next big killer application,” says John Chambers, President and CEO of Cisco Systems He also states that online learning will be much bigger than the last killer application of the Internet e-mail (Friedman, 1999) The recent surge in online learning has opened up the eyes of many educators to the growing possibilities of online learning and teaching As these online offerings continue to grow, the educational impact will have far reaching implications for schools, teachers and students In order to better understand the effectiveness of the online environment as an instructional delivery medium, research needs to be conducted focusing on factors that contribute to the effectiveness of the learning environment In particular, individual learner differences are an important variable when evaluating online learning success This chapter will discuss various individual learner differences and how they relate to student success in the online learning environment Section New Frontiers for Online Teaching and Adult Learning Practices As information and communication technologies become ubiquitous, new challenges and opportunities present themselves to the adult learner Now in the 21st century and with decades of research, Section presents new and innovative solutions to the challenges and opportunities presented for online adult learners This section is complete with first hand testimonies, strategies, and guides to help the reader understand this new frontier of learning Chapter Fear Factors: Hidden Challenges to Online Learning for Adults 81 Patricia Sendall, Merrimack College, USA Raymond J Shaw, Merrimack College, USA Kim Round, Merrimack College, USA Jane T Larkin, Merrimack College, USA The purpose of this chapter is: (1) to examine the interrelationship between andragogy and online learning; (2) to uncover the hidden challenges to successful 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Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, (p 1-37) Mahwah, NJ; Lawrence Erlbaum Associates, Inc Zimmerman, B J., & Martinez-Pons, M (1986) Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies American Educational Research Journal, 23(4), 614–628 Zirkle, C (2004) Access barriers experienced by adults in distance education courses and programs: A review of the research literature Paper presented at the October, 2004 Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education conference Retrieved February 10, 2008, from the Indiana University-Purdue University Indianapolis, IDeA Digital Archive Website: https://idea.iupui.edu/dspace/ bitstream/1805/273/1/Zirkle.pdf Zimmerman, B J., & Martinez-Pons, M (1990) Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use Journal of Educational Psychology, 82(1), 51–59 doi:10.1037/0022-0663.82.1.51 341 342 About the Contributors Terry T Kidd received his doctoral education training from the Texas A&M University Kidd has presented at international conferences on designing technology rich learning environments, technology adoption and diffusion, and issues dealing with faculty and staff development within organizational contexts His research interests include e-learning and ICT innovation and diffusion within an educational and community context that support teaching, learning, and human capital development as well as how the social and cultural experiences of race, gender, class, and power shapes one’s ability to adopt e-learning and ICT’s Kidd is an experienced educator, consultant, and researcher in the field He is the co-editor of the Handbook of Research on Instructional Systems Technology, the Handbook of Research on Technology Project Management, Planning, and Operations, and Social Information Technology: Connecting Society and Cultural Issues *** Jozenia Colorado is an Assistant Professor of the Instructional Design and Technology Department at Emporia State University There she teaches classes in instructional design, technology management, instructional technology for educators, and various courses about tools for eLearning Her research interests include issues related to the instructional design for online courses including, the self-regulated learning characteristics of students in the online learning environment, web accessibility issues, social community in the online classroom, and models for training and professional development In addition to her work as faculty, Dr Colorado has served in a variety of instructional technology settings including her position as an instructional designer for Virginia Community College System, and recently as Director of Academic Technology and Multimedia Services for Emporia State University, where she directed a unit specializing in the support of faculty with the design and development of online courses as well as providing training for online tools and productivity applications Muhammet Demirbilek is a visiting Post Doctoral Researcher at Games, Learning, and Society (GLS) group in the Educational Communications and Technology division of Curriculum and Instruction at the University of Wisconsin-Madison and an Assistant Professor of Educational Technology at Suleyman Demirel University He was a former head of Informatics Department and Vice Dean of School of Technical Education Demirbilek was partner and IT expert of Implementing Learning Game Resources Based on Educational Content project (ILGRECO: Grundtvig 1: European Union Cooperation Project) He is a team member of European Union Lifelong Learning program project titled Increased Mainstreaming of Games in Learning Policies (IMAGINE: Multilateral project EU Copyright © 2010, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited About the Contributors Lifelong Learning Program: Key Activity 4) Demirbilek also serves in the editorial board of Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research and The International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) Demirbilek earned his doctorate and masters degree in Educational Technology program from University of Florida He also holds B.S and MS degrees in electronics engineering His dissertation research examined the effects of different modes of human-computer interfaces and individual differences on user disorientation and cognitive load in hypermedia learning environments His current research interests include the impact of mobile media and digital games and simulations on teaching and learning; relationship between second language learning achievement and game play How the electronic game environment helps adult players to learn? Chuck Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where he has been a faculty member since 1970 teaching research design and statistics He received his Ph.D from the University of Wisconsin Since 1996, he has directed the impact evaluation of UCF’s distributed learning initiative examining student and faculty outcomes as well as gauging the impact of online courses on the university He was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor or Professor Emeritus In 2005, Chuck received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual In 2007, he was appointed to the National Information and Communication Technology (ICT) Literacy Policy Council Edward T Chen is a professor of Management Information Systems in the Operations and Information Systems Department at University of Massachusetts Lowell Dr Chen has published over sixty research articles in refereed conference proceedings and in scholarly journals such as Information & Management, Journal of Computer Information Systems, Project Management, Comparative Technology Transfer and Society, Journal of International Technology and Information Management, and International Journal of Innovation and Learning Dr Chen has been serving as journal editor, vice-president, board director, editorial reviewer, track chair, and session chair of many professional associations and international conferences Professor Chen has received the Irwin Distinguished Paper Award at the Southwestern Federation of Administrative Disciplines conference and the Best Paper Award at the International Conference on Accounting and Information Technology Vicky Gilpin, EdD, teaches a variety of speech, literature, and composition courses at Cerro Gordo High School in Illinois She also writes book reviews through freshfiction.com, directs plays, and presents at conferences in the areas of fat studies, women’s studies, Jewish studies, and education She has a doctorate in Educational Leadership and is fascinated by the culture created through online learning Some of her other publications are “Teach them Phenomenologically” in Academic Exchange Extra; “Don’t Smile Until December” in the Illinois English Bulletin; “Using the Flame to Fight the Darkness: Depression in Jewish Adolescents” in Jewish Educational Leadership, and two essays in Bracket-Vincent and Smallwood’s Contemporary American Women: Our Defining Passages Karin Hamilton is the Administrative Director for Graduate and Global Programs at the Silberman College of Business at Fairleigh Dickinson University She has extensive experience in both business and academic administration in the areas of strategic and tactical planning, project management and training and development She has written numerous guides and manuals that have been used by busi- 343 About the Contributors ness professionals, educational administrators, faculty and students Her research interests are primarily in learning, pedagogy and use of technology to improve learning outcomes Karin was one of the two originators of the GBM program: an innovative pedagogical framework for teaching adult learners using a partial distance-learning format She received her M.B.A at Fairleigh Dickinson University and her B.A at Valparaiso University Joel L Hartman is Vice Provost for Information Technologies and Resources at the University of Central Florida As the university’s CIO, he has overall responsibility for library, computing, networking, telecommunications, media services, and distributed learning activities Hartman has been an active author, and presenter at industry conferences He previously served as treasurer and 2003 Chair of the EDUCAUSE Board of Directors, chair of the EDUCAUSE Learning Initiative (ELI) Advisory Committee, secretary of the Seminars on Academic Computing Coordinating Board, and the Florida Digital Divide Council He now serves on the Microsoft Higher Education Advisory Group, the Oracle Education & Research Industry Strategy Council, the Sloan-C Board of Directors, the Blackboard Client Strategy Council, and is Chairman of the Board of Directors of Florida LambdaRail Hartman graduated from the University of Illinois, Urbana-Champaign, with bachelor’s and master’s degrees in Journalism and Communications, and received his doctorate from the University of Central Florida Dusti Howell, Ph.D., is an Associate Professor of Instructional Design and Technology at Emporia State University in Kansas He earned a Ph.D major in Educational Communications and Technology and a Ph.D minor in Educational Psychology from the University of Wisconsin He has written over a dozen books including Using PowerPoint in the Classroom by Corwin Press and Digital Storytelling: Creating an eStory by Linworth Publishing His academic success and first year experience programs have helped students succeed in secondary schools and college He spent most of 2008 teaching technology and study skills courses to hill-tribe students in northern Thailand During that time he also gave multimedia-enhanced presentations at hill-tribe schools in the mountains of Thailand, and at the royal palace high school in Bangkok He can be reached at dhowell@solida.net Jeffrey Hsu is an Associate Professor of Information Systems at the Silberman College of Business, Fairleigh Dickinson University He is the author of numerous papers, chapters, and books, and has previous business experience in the software, telecommunications, and financial industries His research interests include human-computer interaction, e-commerce, IS education, and mobile/ubiquitous computing He is Managing Editor of International Journal of Data Analysis and Information Systems (IJDAIS), Associate Editor of the International Journal of Information and Communication Technology Education (IJICTE), and is on the editorial board of several other journals Dr Hsu received his Ph.D in Information Systems from Rutgers University, a M.S in Computer Science from the New Jersey Institute of Technology, and an M.B.A from the Rutgers Graduate School of Management Marianthi Karatza is currently finishing her masters on Lifelong Learning with the Open University Her first degree is in Technology Education and Digital Systems of the University of Piraeus (2003) She is a full time trainer in a large banking organization in Greece, teaching mainly soft skills such as effective communication, stress management, organizational skills etc As a member of the HAEA (Hellenic Adult Education Association) she is responsible for the contents of the association’s portal and a member of the editorial committee of the journal “Adult Education” Her main research 344 About the Contributors interests are focused on the area of lifelong learning and the ways in which on-line education can support related initiatives Jane Larkin, Ph.D is Dean of the School for Advanced Studies at Merrimack College, where she has administered continuing education, professional and corporate training, and graduate education programs since 2005 She earned her doctorate in Higher Education Administration from Boston College, and her dissertation examined the community college system in Massachusetts in the context of specialized services for adult learners in day programs Along with many years of experience directing continuing education programs in New Hampshire and Massachusetts, she has served as Associate Dean of the Graduate School at Long Island University, Assistant Dean of Graduate Education at Fordham University in New York She has worked primarily with adult and non-traditional learners for close to twenty years, and her research interests include adult learning theory, barriers to adult learning and the effective teaching of adults Nancy L Leech is an assistant professor of Educational Psychology/Research and Evaluation Methods in the College of Education and Human Development at the University of Colorado Denver She received doctoral training is in the area of Educational Research, Inquiry, and Measurements Dr Leech ‘s research interests include increasing the understanding of existing methods and techniques in research, analysis, and evaluation; enhancing teaching practices and materials; and transforming perceptions of research methodologies so that researchers not feel “boxed” in with specific traditions, methods, or analysis David Lewis is a professor of operations management in the Operations and Information Systems Department at the University of Massachusetts Lowell Professor Lewis has published over thirty refereed articles, with his most recent works appearing in Production and Inventory Management, Operations management Review, and the International Journal of Management He has made over fifty presentations at regional and national meetings, including the Decision Science Institute, American Society of Quality Control, and Operations Management Society, as well as international conferences in Canada, Puerto Rico, Taiwan, and Singapore Dr Lewis is currently doing research in business education, total quality control, and distance learning He speaks Spanish and traveled extensively throughout Europe and the developing world on research and business He has recently been named to the Editorial Board of Quality Progress, and continues his consulting service to the manufacturing and health care industries in facility design and quality control Youmei Liu earned her Ed D at the College of Education of University of Houston She currently works as an Educational Production Specialist in the Office of Educational Technology and University Outreach at UH She collaborates with faculty on the projects of innovative use of technologies; and conducts research studies to evaluate instructional technology use, such as Second Life, podcasting, and Classroom Performance System, etc She has published broadly in the areas of instructional technology and e-learning Her research interests cover faculty development, academic assessment, instructional technology evaluation, cross-cultural online learning, development of learning communities, and the integration of multimedia technologies in teaching and learning She can be reached at yliu5@uh.edu 345 About the Contributors Patrick Lowenthal is an Academic Technology Coordinator at CU Online at the University of Colorado Denver He is also a doctoral student studying how technology influences and changes instructional communication—with a specific focus on social and teaching presence—in both online and face-to-face environments In addition, he often writes about issues and problems of practice in post-secondary education He also has a MA in Instructional Design and Technology as well as a MA in the Academic Study of Religion Patrick has been teaching in the classroom since 1998 and teaching online since 2003 Terry Morris, an Associate Professor at William Rainey Harper College, teaches web development, information technology, and instructional technology courses Her most recent book is the 4th edition of Web Development & Design Foundations with XHTML (http://webdevfoundations.net) Terry is passionate about distance education – she’s been developing and teaching online courses since 1999 Several of her online teaching strategies are included in the Online Learning Idea Book Terry received the 2008 MERLOT Business Classics Award, the Instructional Technology Council’s 2008 Outstanding e-Learning Faculty Award for Excellence, and the 2006 Blackboard Greenhouse Exemplary Online Course Award Currently pursuing doctoral studies in online teaching and learning at Northcentral University, Terry initially explored barriers for online adult learners as part of a course assignment Her academic credentials include an M.S in Information Systems from Roosevelt University and a Master Online Teacher Certificate from the Illinois Online Network at the University of Illinois Patsy Moskal is the Associate Director for the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where she has been a faculty member since 1989 Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF Patsy specializes in statistics, graphics, program evaluation, and applied data analysis She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations She has also received funding from several government and industrial agencies including the National Science Foundation and the Alfred P Sloan Foundation She has co-authored numerous articles and chapters on blended and online learning including the Handbook of Blended Learning Environments, Educating the Net Generation, and Blended Learning: Research Perspectives Osiki Jonathan Ohiorenuan holds the B.Ed, M.Ed and the Doctorate Degrees in Education and Guidance and Counseling (i.e Educational/Counseling/Clinical Psychology), University of Ibadan, Nigeria Widely travelled, he has had quite a number of published articles to his credit; and presently, awaits the announcement for his Professorship He has held various positions, some of which include the Director of the Counseling Unity, and Deputy Dean, both of the Faculty of Education, University of Ibadan Nigeria and a member of the University of Ibadan Senate He is on a two-year Contract at the National University of Lesotho, Southern Africa where he facilitates the Clinical Pastoral Care and Counseling Programme The main focus of his research centers on the clinical and overall assessment of the multi-factors affecting learners’ (conventional and the distance education programmes) potentials in the achievement of sustainable standard of academic performance with consistent improved school grades 346 About the Contributors Niki Phillips holds a Phd in Adult Education and specializes in the area of Experiential Learning and the development of Social Skills She teaches “Methodology of Adult Education” at the Hellenic Open University in the Post Graduate Course “Studies in Adult Education” She is also Head of the Department of Human Resource Development for the Bank of Cyprus in Greece She has been training – facilitating adult teams of banking executives for the past 11 years in pursue of their social skills development, and she has designed and delivered numerous training programs in the Train the Trainer field Kim Round is Director of Technology Planning at Merrimack College, where she is focused on building a strategic direction for technology, based on the institutional mission In addition, she has served as Associate Director of Information Technology at the Franklin W Olin College of Engineering, an innovative engineering school, which was founded in 1997 She is a doctoral student at Nova Southeastern University, focusing on Computing Technology in Education, and holds a Masters in Educational Technology Leadership from The George Washington University and a B.S in Electrical Engineering from Merrimack College In addition to her administrative roles, she has held adjunct faculty positions at The George Washington University and Merrimack College, conducting many of her classes online Patricia Sendall, Ph.D is a Professor of Management (Information Systems) at Merrimack College in North Andover, Massachusetts Since arriving at Merrimack in 1990, Pat has taught mainly Information Systems courses including Management Information Systems, Database Management Systems, Systems Analysis & Design and e-Business She received her Ph.D in Information Systems from Nova Southeastern University in 2004 Before that, she earned an MBA from St Joseph’s University, Philadelphia PA Pat has utilized online and hybrid methods of teaching for many years, mainly with adult learners Her scholarly interests are IS and business pedagogy, social networking, Web 2.0, and e-business She is published in the Information Systems Education Journal, the International Journal of Teaching and Learning in Higher Education, the Journal of Chemical Education and several business and Information Systems education conference proceedings Raymond J Shaw, Ph.D is currently an Assistant to the Vice President for Academic Affairs at Merrimack College and has been an Associate Professor of Psychology at Merrimack since 1996 He earned his doctorate in Psychology at the University of Toronto, concentrating on cognitive changes associated with human aging He has taught courses in the Psychology of Aging, Cognitive Psychology, and Statistical Methods in Psychology in higher education since 1990, and has taught non-traditional adult students since 1997 and has utilized hybrid and online formats regularly in recent years His scholarly interests are focused on the interactions between the contextual environmental features and personal characteristics that affect learning, memory, and optimal human experience and aging Nishikant Sonwalkar is the Director of Research for the United States Distance Learning Association (USDLA) Boston, MA and Founder and Chief Scientist of the Sonwalkar Consulting Group (SCG), Arlington, MA In his former role as the Director of Hypermedia Teaching Facility and Principal Educational Architect at the Massachusetts Institute of Technology (MIT), Cambridge, MA, he developed several distance learning technologies and programs Sonwalkar is the recipient of the 2007 USDLA Award for Outstanding Leadership by an Individual in the Field of Distance Learning He also serves 347 About the Contributors as the member of advisory board for USDLA Dr Sonwalkar holds Doctor of Science (Sc.D.) degree from MIT Argiris Tzikopoulos is an associate of the Informatics Laboratory of the Agricultural University of Athens since 2004 His first degree is in Technology Education and Digital Systems of the University of Piraeus (2003) and holds a master degree in E-learning from the University of Piraeus (2007) Mr Tzikopoulos is a candidate for a Phd from the Informatics Laboratory of the Agricultural University of Athens in the field of Knowledge Management Systems His main research interests are related to adaptive and intelligent educational multimedia, learning objects and metadata, and on-line technologies that support learning communities, in the agricultural sector Claremarie Verheyen is an associate professor at the University of Houston where she is their principal costume and make-up designer, instructor, technician and director During 35 years as a theatre artist, she has designed over 350 productions including drama, opera, dance, high-fashion, film, video, television, circus and commercials She has served as an executive member and president of the Houston Theatre Network, an active member and portfolio commissioner of the National United States Institute for Theatre and Technology and as a second vice-president for the USITT Southwest Region Her designs have been seen at the Alley, Main Street Theatre, the Ensemble, the Express Theatre, Early Stages, the Unity Theatre and the Notre Dame Shakespeare Festival as well as international productions in Aruba and Beijing Claremarie has been the featured costume designer at the Texas Education Theatre Associations’ convention and is the recipient of their “University Educator of the Year Award.” Williams van Rooij is assistant professor in the Instructional Technology program of the College of Education and Human Development at George Mason University Dr Williams van Rooij teaches courses in the e-Learning graduate certificate program using course formats that model the various eLearning delivery modes and emphasizing the application of instructional design principles and learning theories to e-Learning in both educational and training settings Dr Williams van Rooij received her Ph.D in Instructional Technology with a minor in Software Information Systems from George Mason University in 2007 She also has a doctorate in Quantitative Methods from the Graduate Center of the City University of New York, a Masters in Political Science from the American University of Beirut, and a Bachelors degree in Romance Languages from City College New York Prior to joining George Mason University, Dr Williams van Rooij worked for 10 years as Director of Product Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions Her corporate experience included management positions in software marketing and market research in the financial and advertising industries As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, Dr Williams van Rooij is a frequent speaker on the development of Web-based education and has published in journals such as the WebNet Journal, the Journal of Modern Business, and the Marketing Research Review She also holds the Project Management Professional (PMP) credential from the Project Management Institute, Inc 348 349 Index Symbols 4MAT learning styles 73 A accessibility barriers 120 access through web courses 57 action learning 3, 8, 10, 340 ADDIE model 30 adult education, current perspectives 213 adult education pardigm shift 150 adult learner class environments 226 adult learners 55 adult learners, future of progressive learning 294 adult learning, dispositional barriers 117 adult learning enhancement 160 adult learning, institutional barriers 117 adult learning, situational barriers 116 adult online learner success 62 adult online student population, demographics 57 adult student in universities 287 adult student profile 285 adult students 285 adult student satisfaction with distance education 58 adult students in the university today 287 allagegogy 34, 35 andragogical model 99 andragogy 34, 35, 43, 81, 82, 98, 99, 100, 152, 162, 215, 321 ANN 155, 159 Anna Karenina principle 60 anytime/anywhere online learning 115–123 artificial neural networks (ANN) 159 assessing student creativity 242 assessment methodologies, selecting 41 ASSURE model 31 asynchronous 275 asynchronous learning 3, 10 auditory learners 72 B backward design model 32 behavioral learning theory 102 behavioral perspective 34 Blackboard 39 block scheduling 229 brain activity and memory 153 brain regions 155 C case study 192 CBE 13, 14, 25 CBT 48, 189 CMC 125, 126, 129, 131, 132, 133, 134, 138, 139, 337 cognitive learning styles 72 cognitive learning theory 103 cognitive perspective 34 cognitive psychology 156 collaborative metacognitive support 24, 25, 26 communication factors 94 community of interest 274, 279, 282, 283 computer-based education(CBE) 13 computer-based training (CBT) 48 computer-mediated communication (CMC) 125 Copyright © 2010, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited Index constructionist environment, learning process 142 constructivism 99, 283 costume history in a 21st century classroom 237–246 costume odyssey, teaching 237–246 course design, Communication-centric vs content-centric 56 critical reflection 10 cyclical model in research empowerment 177 D designing online education, the engine 33 designing online education, theoretical model 29–45 deterritorialization 274 digital games for online adult education 212– 222 digital games in online learning environments 218 digital immigrant 95, 99 digital native 99 distance education, adult student satisfaction 58 distance education growth 116 distance education, student barriers 118 distance education, successful learning styles 70 distance learning (DL) 227 E e-college 39 educational slavery 150, 160 e-Learning 2.0 99 e-learning attributes 108 e-learning experience, quality 101–114 e-learning for the development of social skills 189 eLearning, history 46–53 e-learning on adult education, impact 273–283 e-learning, quality and effectiveness 106 e-learning types 105 F functional memory 156 350 G GBM 229, 230, 231, 234, 235, 317 GIL 231, 232, 233 global business management (GBM) 229 globalization 274 guided independent learning (GIL) 231 H haptic learners 72 higher education (HE) 164, 165 higher education, technology affects 288 historical perspectives of eLearning 46 humanist perspective 34 human sensory perception 155 I individual learner differences 71 individual learner differences and success 69–79 information crossover 154 information delivery 285 instructional system design (ISD) 30 intensive course scheduling 228 inverted symmetry 144, 146, 147 ISD 30, 31, 33 K KAR-P-E 37, 43 KAR-P-E taxonomy 37 kinesthetic learners 72 knowledge, application, research, practice, and evaluation (KAR-P-E) 37 knowledge management for education 108 L learning community 3, 10 learning cube pedagogical framework 156 learning process in constructionist environment 142 learning style 9, 10, 319 learning styles in distance education 70 learning theories 34 lesson design model 31 life-long learning 287 Index lifelong learning 29, 30, 33, 34, 35, 36, 41, 43, 44 LMS 28 M making sense process 157 mixed research and online learning 202–211 mixed research studies, sampling 206 more knowledgeable other (MKO) 35 Motivated Strategies for Learning Questionnaire (MSLQ) 74 motivation theory 103 MSLQ 74, 76, 78, 330 multimedia components 245 N neurophysiology of synaptic learning 158 nontraditional students and IT 284–304 O ODE 166 ODL 164, 165, 166, 167, 168, 169, 170, 171, 172, 173, 174, 176, 177, 178, 179 ODL, mentorship, empowerment and research tradition 172 ODP, qualitative and quatitative research 174 online adult education 214 online adult learner 1–10 online course offerings perception 87 online course participation, predicting 89 online doctoral degrees, perceptions 268 online doctoral students in educational leadership, perspectives 264–272 online learning, anytime/anywhere 115–123 online learning for adults, fear factors 81–100 online learning mixed research 202–211 online learning mixed research studies 207 online learning, social elements 270 online pedagogical effectiveness 11–28 online pedagogical effectiveness framework (OPEF) 11 online tools comfort 86 OPEF 11, 12, 13, 19, 22, 24, 26 OPEF refinement 21 open distance education (ODE) 166 open distance learning (ODL) 164 P pedagogical mediation 142 pedagogical model 99 pedagogy 34, 43 pedagogy barriers 120 presentation modes, selecting 40 presentation of course materials 92 progressive education 285, 286, 294 progressive education for adult learners 294 progressive education for adult learners, future 294 project-based learning 247–263 project management and instructional design, case study 249 R reflection 4, 6, research design 205 research questions 205 S S.A.L.G 250, 253, 258, 260 self-regulated learning 108 self-regulated learning characteristics 71 self-regulated learning theory 104 sensory learning styles 71 situated learning and cognition 216 social constructivism 99 social interaction barriers 118 social learning theory 103, 104 social presence and privacy questionnaire (SPPQ) 132 social presence, competing theories 128 social presence, defining 129 social presence indicators 132 social presence, operationalizing and measuring 131 social presence, research 127 social presence theory 125 social presence theory evolution 126 social presence theory on online learning 124–139 351 Index social skills development 183–201 social skills development, preconditions 185 social skills development, the necessity 184 SPPQ 133, 139 student assessment of learning gains (S.A.L.G.) 253 student support barriers 119 synaptic learning 150, 151, 158, 159, 160, 161 synaptic learning approach, implications 159 synaptic learning, neurophysiology 158 synaptic learning process 158 synchronous 275, 281 synchronous learning 10 T taxonomies 36 taxonomy 36, 37 technology affecting higher education 288 technology barriers 118 technology in education 104 technology redefining education 275 transformative learning 9, 10, 311, 329 turbo capitalism 274 352 V virtual-being-together 141, 144, 145, 148 virtual classroom 290 virtual classroom direction 292 visual learners 72 Vygotsky, Lev 35 W WBL 14 Web 2.0 and adult learners 64 web based learning (WBL) 14 web courses for the adult learner 55 WebCT 39, 237, 238, 239, 242, 243, 244, 245, 246 WebCT tools 239 Web-facilitated 275, 276, 283 ... Palincsar, 1989; Guzdial, Hmelo, Hubscher, Newstetter, Puntambeker, Shabo, et al ., 1997; Totten, Sills, Digby, & Russ, 1991 ), and yet the findings, particularly from stages two and three of the research,... issues and emerging trends relating to online education and adult learning To this end, Online Education and Adult Learning: New Frontiers for Teaching Practices offers twenty two chapters that highlights... perspectives in online education and its associated teaching practices, this authoritative book, Online Education and Adult Learning: New Frontiers for Teaching Practices will contribute to a better