| Online Learning Resources for Adults
This is a list articles and resources about online learning for adults returning to college
Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.
No national statistics exist yet about how many students complete distance programs or courses, but anecdotal evidence and studies by individual institutions suggest that course-completion and program-retention rates are generally lower in distance-education courses than in their face-to-face counterparts.
Studies show that the failed retention rate for online college and university undergraduates range from 20 to 50% and that online course administrators believe the failed retention rate for online courses to be 10 to 20% higher than traditional classroom environments
Given the higher dropout rates often found within on-line courses, these findings could be used to counsel students regarding their decision to take an online course. Students who are older, have better GPAs and college entrance exam scores, have few previous course withdrawals, and who agree to participate in a class orientation session, are more likely to be successful in this on-line business class. Such results could hold true for other online courses as well.
Two-year associate’s institutions provide the largest share of online enrollments, with more online students at these institutions than all other types combined,” according to the study
Online Teaching Redefines Faculty Members' Schedules, Duties, and Relationships With Students
So why do I suspect that the world’s most celebrated genius would have embraced online degrees? Simple. Online education offers unprecedented flexibility, independence, and opportunity to those questing for knowledge and advancement.
The purpose of this study was to determine the extent to which two commonly available survey instruments, “Is Online Learning Right for Me?” and “What Technical Skills Do I Need?”, are accurate predictors of student performance in web-based distance education courses.
This post will be a series of thoughts about this tension, and some ideas on how I can better manage my attempts at online learning community facilitation.
The emerging online learner can be described as someone who has a strong academic self-concept; is competent in the use of online learning technologies, particularly communication and collaborative technologies; understands, values, and engages in social interaction and collaborative learning; possesses strong interpersonal and communication skills; and is self-directed.
Having due dates each week that had to be met for items such as attendance, participation, team projects, individual assignments, discussion questions, and weekly summaries to name a few. As a student at this school, I was required to post two responses per week in order to meet the attendance requirements and four times per week to meet the class participation requirements. Each week there were discussion questions that each student was required to answer on a specific day.
The major difference is online discussions are in written form, and the on site discussions of course are verbal. There is a tendency for students in on site classes to not say anything at all, and let the more verbal students dominate the discussion. My impression is these people did not read the assignment, and simply were unable to contribute to the discussion. This doesn’t happen in online discussions, as there is a requirement for all to contribute to discussions; as well as a record of the participation
Series of prevalent myths about taking online courses, along with the facts concerning the myths.
This paper presents findings related to how the nature of class changes when asynchronous online courses are used rather than classrooms.
My online classes were scheduled like traditional classes. There were due dates and timelines. Timelines were scheduled for initial posts and for responses to the posts of others. There was a similar format in most of the classes, read something assigned by the instructor, post a response to the reading, and then reply to posts by other students.
Successful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practice
Asynchronous discussion allows students to read and respond "out-of-time." This form of online discussion, as experienced in a college literacy course, creates a text of talk that has the potential to be reflective given the freedom participants have in their response time. However, students often struggle with reflection.
It is likely that learners everywhere are attracted to online courses for the much same reasons. The convenience and flexibility of not having a fixed, physical meeting space coupled with the ability to work from convenient locales often gives students the impression of distance learning as being pretty easy. One of the difficulties that learners have with online course comes in the area of adjusting to asynchronous interaction, if this is the communication mode of the class. A few of the qualities of asynchronous communication--the time lag between interactions, the frequent lack of clear norms of communication and the absence of visual/auditory conversation cues—created anxiety for many students
What motivates a growing number of virtual-school students to forgo the traditional school structure and take their classes entirely online?
We are at an interesting juxtaposition in the evolution of online learning. After a century of little real change in classroom teaching (college lecture halls of 2008 look little different from college lecture halls of 1908), we now have tools and capabilities to actually teach and learn in new ways. Economic, administrative and social pressures are pushing faculty to consider transitioning some or all of their courses online. Students are looking for the 24/7 access to learning that they experience in their social lives.
When the economy is in trouble, many professionals turn to online learning. Here are ten reasons why earning an online degree is a smart way to deal with a recession.
This literature review explores research regarding the perception of potential employers or “gatekeepers” about online degrees in comparison with those earned in a traditional format. This review contributes to the field of knowledge because higher education can benefit from understanding how these perceptions affect students’ employment opportunities and, in turn, affect the institutions granting the online degree. In addition, research in this area potentially contributes to the field of knowledge by helping prospective students, as consumers of higher education, make informed choices about their degree attainment paths.
A group of adult students who graduated from online graduate degree programs with a cumulative GPA of 3.5 or better, cited the following skills and techniques that helped them achieve success
Not everyone is a good candidate for becoming an online student. In my opinion, online courses seem to be geared more towards students with a verbal learning style versus a visual one. Why? Well, namely because the study materials, classroom discussions, assignments, and interaction are all replaced by writing.
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