Reflective Practices in Technology-Based Deliveries for Non-Traditional Students

Adult students seem to have a different learning style requiring a careful approach when using modern technology. They have an expectation for immediate response and effect. The use of learning-at-distance models in higher education, due to the fact that work schedules may interfere with attendance in the traditional manner, could be a major factor in motivating an adult student to return to school. However, traditional pedagogies may not be effective with this adult population. In fact, andragogy or “adult learning,” as a means of educational delivery may be a necessity rather than an optional approach with online instruction. Because online educational technology in higher education is relatively new, research is needed to find the right method and mix of introducing theoretical pedagogies and reflective/experience-based andragogies. Reflective Practices Maxfield 3 Exploring the Need for Developing Adult Learning Models When Using Technology Introduction Adult students seem to have a different learning style requiring a careful approach when using modern technology. They have an expectation for immediate response and effect. “Adults need to know why they should learn something. Under the standard pedagogical model it is simply assumed that the student will simply learn what they are told. Adults, however, are used to understanding what they do in life. They want to know the reason they will need to learn something or how it will benefit them” (Fidishun, n.d., p.2). Also, most of the students from this group are older (the nontraditional student profile) and are used to being self-directed (Gibbons & Wentworth, 2001). Enticing adults to return to school and retaining these students may be challenging. For the action-oriented, adult student, online delivery of information, which does not include a way of integrating life experience into the model, is not accepted well. Adults usually bring a plethora of real-life experiences with them to the classroom, experiences that need to be recognized and integrated into the learning process (Knowles, 1984). Key points of adult learning include consideration of the learner’s experiences, the importance of the learning environment, the learner’s readiness to learn, and the teacher as a facilitator (Brown, 2001). Kolb (1984) proposed a four stage cycle: 1) concrete experience; 2) reflective observation; 3) abstract conceptualization (theory building) and, 4) active experimentation or application. Reflective Practices Maxfield 4 Thomas and Merrill (2001) note a concern for the human or social dimension of online learning environments. They addressed the fact that much is often discussed about the technical components of distance education, but less often discussed is the human or social dimension of these environments. They found that online instruction might foster a reflective and social environment. (Merrill, Disilvestro, & Young, 2003). A need exists to find a way to transform experience(s) into learning. Based upon this theory, some evolving questions are: 1. How do adult learners experience online learning? 2. What are the strengths of online learning for the adult student? 3. What are the weaknesses of online learning for the adult student? Non-traditional Adult Learning The use of learning-at-distance models in higher education could be a major factor in motivating an adult student to return to school. However, traditional pedagogies may not be effective with this adult population. In fact, andragogy or “adult learning,” as a means of educational delivery may be a necessity rather than an optional approach. Current learning theories and models have failed to inform or influence most instructional practice, especially that of distance and e-learning (Barclay, 2001). Finding a good method of allowing them to immediately apply knowledge, while still being able to take responsibility for their own learning could help create an appealing and effective delivery model. The adult student needs to be moved “away from their old habits and into new patterns of learning where they become self-directed, take responsibility for their own learning, and the direction it takes” (Fidishun, n.d., p3). Reflective Practices Maxfield 5 According to Malcom Knowles (1973), considered by many as the leading authority on adult education, the term “andragogy” was first coined by Alexander Kapp, a German grammar teacher, in 1833. This concept had been evolving throughout Europe for some time and was based on the teaching philosophy of Plato. Knowles further presents that Ger van Enckvort, a Dutch adult educator, espoused, “[A]dult education required special teachers, special methods, and a special philosophy” (Knowles, 1973, p. 49). “A relatively new adult educational theory is “going under the label ‘andragogy,’ derived from the stem of the Greek work ‘aner,’ meaning man (as distinguished from boy). This is not a new word; it was used in Germany as early as 1833 and has been used extensively during the last decade in Yugoslavia, France, and Holland (in 1970 the University of Amsterdam established a ‘Department of Pedagogical and Andragogical Sciences’). But the theory and technology it is coming to identify are new” (Knowles 1973, p. 54). Malcolm Knowles (1970) hypothesizes four main assumptions about andragogy differentiating it from pedagogy: 1. Changes in self-concept—the assumption that as a person grows and matures his self-concept moves from one of total dependency to one of increasing selfdirectedness 2. The role of experience—the assumption that as an individual matures he accumulates an expanding reservoir of experience that causes him to become Reflective Practices Maxfield 6 an increasingly rich resource for learning, and a broad base to which to relate new learning. 3. Readiness to learn—the assumption that as an individual matures, his readiness to learn is decreasingly the product of his biological development and academic pressure and is increasingly the product of the tasks required for his evolving social roles. 4. Orientation to learning—the assumption that children have been conditioned to have a subject-centered orientation to learning, while adults tend to have a problem-centered orientation to learning. More recent theories about adult learning are based on the assumption that the adult learner is self-directed, organizing educational opportunities outside of formal setting. Optimal learning takes place when educational models “include the learner’s experiences, the importance of the learning environment, the learner’s readiness to learn, and the teacher as a facilitator” (Brown, 2001). Transforming experience into learning is critical to adult education. Designers and facilitators of learning must move away from context heavy classes, guiding the learner in an environment supportive of learning and development. Learning from experience requires both reflection and reflexivity (Brown, 2001). However, it is clear that andragogy and Malcolm Knowles have brought considerable attention to adult education as a separate field during the past three decades. Applied correctly, the andragogical approach to teaching and learning in the hands of a skilled facilitator can make a positive impact on the adult learner (Hiemstra & Sisco, 1990). Reflective Practices Maxfield 7 By employing a self-directed, independent approach to learning, students gain far more knowledge and experience than expected. The opportunity to learn independently removes the artificial boundaries that define the prescribed amount of learning that should occur. Students are very motivated and frequently go beyond required assignments (Ellis, 2002). One problem that may have surfaced with the introduction of technology is that developers have concentrated more on the medium itself and less upon the content and methodology of their instruction. The danger in the rapid introduction of electronic delivery is that the focus may be on the delivery mechanism, rather than on the quality of the learning experience (O’Keefe & McGrath, 2000). Research has generally focused on technological aspects, with relatively few academic studies or articles written on the human and social aspects of teaching and learning-at-distance. Recent research indicates that quality of learning depends on the design of instruction and that learning transfer and retention are most strongly impacted by the frequency and quality of learner-centered practice activities. Therefore, the instructional design process has the biggest effect on final course/program quality – not the use of technology itself (Barclay, 2001). Not much information is available regarding the affective characteristics of the use of the Internet and other media for distance education. Barclay (2001) states in her work that a limited amount of research has been performed on the more affective aspects of distance education. Barclay (2001) also suggests that research is needed to better understand human social learning issues associated with technology as well as specific skills, practices, and attitudes synchronous online instructors need to be successful. Reflective Practices Maxfield 8 Distance education, for the most part, has been assumed to be for the nontraditional student (defined as over age 25). “However, Knowles (1980) defined adulthood as ‘the point at which individuals perceive themselves to be essentially self-directing’ (p. 46). Self-directedness is not necessarily correlated with age” (Gibbons & Wentworth, 2001). Since the nontraditional student is the typical user of distance or online educational media it seems reasonable that instructors/designers develop learning models consistent with andragogy. “The nature of the online learner suggests that online instructor training be based on andragogical theory” (Gibbons & Wentworth, 2001). One effective way of incorporating andragogical theory into online education is by use of reflective and/or reflexive projects. “D