Edsl 6507 - Assignment 3 - Group 6

Running head: CHALLENGES OF THE MATURE ONLINE LEARNERS: A MINI RESEARCH
EDLS-6507 – Research Methods
University of the West Indies
Trimester 1 2017/2018
Assignment Three: An investigation into the Challenges experienced by Mature Online
Learners (Mini-Research)
By
Candice Brown (04008579)
Sharon Brown Floyd (95063791)
Carline Reid Willis (315200738)
Meredith B. Connor (20053571)
Paper Presented in Partial Fulfillment of the Requirements
Course Coordinator: Madgerie Jameson-Charles
Course Facilitator: Gaile Gray-Phillip
0
CHALLENGES OF THE MATURE LEARNER: A MINI RESEARCH
Table of Contents
Pages
Introduction 2
Research Setting 3
Research Problem 3
Literature Review 4
Relevant literature in the field of study and Analysis 4
Summary of literature 9
The Relationship between the Literature and the study 9
Research Design and Methodology 10
Research Design 10
Description of Participants 13
Description of Data Collection Tool 14
Data Analysis Procedures and Justification 17
Evaluation of Findings 18
Presentation of Findings 18
Conclusion and Recommendations 20
References
Appendix
1
Introduction
According to Miliszewska (2007), education landscape is now characterised by
institutions which offer services across borders utilizing online media. Studies have indicated
that tertiary education via online media has yielded many advantages including advanced
communication techniques, modern information and increased interaction between students and
instructors (Synder, 2017). Significantly, the face to face culture of education in some territories
have welcomed online media, but many are still resistant to the full transition to online learning
due to deficiencies such as, relatively poor computer literacy and challenges manipulating the
online learning platform (Davis, 2016).
Consequently the objective of the research is to:
Investigate ways in which online learning media can be improved to support the mature student
Research Question: What can educational institutions do to support/assist the mature learners in
overcoming the challenges of online learning?
Aims:
1. To determine the issues affecting mature learners in the e-learning environment.
2. To identify solutions to address the challenges experienced by mature learners currently
pursuing an online programme.
2
The Research Setting
The researchers will be utilizing a sample of participants who are enrolled as students at
the University of the West Indies Open Campus. The goals for the research project are as
follows; to investigate the challenges experienced by most mature learners while pursuing online
educational programmes and determine solutions for existing online learning programmes.
The above mentioned goals will be achieved by collating information on mature learners’
views of the online programme which they are currently enrolled as well as interactions with
colleagues and instructors. The quantitative approach will be employed. This approach utilizes
the scientific method to test the hypothesis. The data collected is numerical. The researcher will
be using a questionnaire to collect data and analyze findings in order to make recommendations
for the improvement of online programmes and the learning environment in general to benefit
online learners.
The Research Problem
Mature learners have been experiencing difficulty in transitioning from traditional
learning to online learning. In an effort to understand the challenges that mature learners face a
mini research is proposed to be conducted within an online institution with a view of identifying
suitable solutions to overcome these issues.
Significance of the research. Wick’s (2009) posits that an understanding of the different
ways of creating an effective online learning environment is imperative to support adult learners
as they seek to expand their knowledge base. The findings of the proposed research will serve to
address the unique concerns and needs of the students within the relevant context. It will
therefore clarify learner characteristics and situations in an effort to improve andragogical
3
practices. Consequently, it will guide the decision making process towards improved
programme planning and implementation and ultimately student satisfaction. It is hoped that the
research will provide a platform for institutions and instructional designers to address the barriers
encountered by adult learners as they transition from face to face to online learning.
Literature Review
Relevant literature in the field of study and Analysis
Evidently, there is no one definition for online learning/education, however, it can best be
described as teaching and learning in an online environment where all course activity is done
online; there are no required face-to-face sessions within the course and no requirements for on-
campus activity Mayada et al, (2015). Johnson (2017), defines the mature students as non-
traditional students. Accordingly, these students do not fall within the 18-24 age group. The adult
learner, according to Johnson (2017), has the same needs as the traditional learner, however,
opportunities for extra-curricular activities and social interaction do present a challenge. As such,
the writer advances the idea that mature students require the use of platforms such as Bright
space and Google Docs to engage collaborative learning.
Wicks (2009) posits that although there appears to be strong support for blended learning
applications, the studies which were reviewed in the research did not demonstrate that online
learning was a superior medium. In the studies contrasting blends of online and face-to-face
instruction with conventional face-to-face classes, Mayada et al (2009) postulate that their
research indicates that any advantage towards blended learning could be attributed to the
difference in online classroom conditions as it relates to time spent, curriculum and pedagogy.
Sun and Chen (2016), highlight the positive aspects and strategies of the online learning
and teaching process and how it can benefit the mature learner if implemented successfully.
4
Sun, A. & Chen, X. (2016), provide some of the best practices for those who are planning to
develop and implement online courses. Their studies primarily focused on how theories,
practices and assessment apply to the online learning environment, with a view to provide best
practices for online education. They further articulate that the worldwide use of websites has
provided opportunities for the development of online communities and groups. Emailing,
conferencing, chatting, working together via Google drive, Google doc, Google hangout,
dropbox, facebook and Twitter have contributed to the use of online classrooms. According to
Bell & Fedeman (2013), the upgrade in technology and software could allow instructors,
students, and university administrators to gather data, feedback, and evaluation regardless of
their online experiences.
As e-learning has evolved into a global change agent in higher education, it has become
more diverse in its form and applications. This increased diversity has improved our ability to
share research findings and best practices, consequently, we lack a shared set of definitions to
distinguish among the many variations on e-learning that have arisen Mayada, ( 2015).
Online learning helps adult learners to overcome a few challenges, in that it provides
flexibility in the face of other responsibilities. The adult learner is able to schedule classes when
he/she is available without having to worry about fitting in other things around the classes. Also
as an adult learner with responsibilities and in many cases time constraints, it is easier to be more
serious about one’s work and get that passing grade, because one does not have the luxury of
time nor the finances for re-sit examinations.
Another advantage of online learning is that it removes the stigma of being older. It is
easier for students in the virtual world to hide their age. Furthermore, it would seem that mature
5
learners make up a larger percentage of the online classroom than the traditional face –to-face
classroom Green, (2015).
In a study conducted to assess adult students’ perception and satisfaction of online
education, the findings revealed that adult students engaged in online learning were satisfied that
they were able to achieve their academic goals more effectively than if they had to struggle to do
so through face to face education Alvarez-Trujillo (2015).
Summary of Literature
The review of literature has revealed that the needs of mature online students are the
same as learners in the traditional face-to-face learning environment. According to Snyder
(2017), despite the increased advantages of advanced communication techniques and modern
information acquired through online learning there is a gap as it relates to providing
opportunities for social interaction comparable to face-to-face learning experience. Other means
of technology have been utilized to support the transition to online learning where collaboration
and cooperative learning can take place. Sun, A., & Chen, X. (2016), from their review of studies
of online teaching and learning have devised a set of best practices that would be beneficial to
mature learners in the online learning environment. Through additional research more ways to
enhance the efficacy of online learning for mature learners can be uncovered including what
educational institutions can do to better meet the needs of learners in an online environment.
Relationship between Literature and Study
There is no doubt that one can readily access a plethora of literature regarding online
learning and the mature student. However, this literature can be viewed as very generic and as
such there is need for research geared towards the mature student and online learning within a
more local/regional context.
6
The literature reviewed illustrates that the phenomenon in question has been researched
and therefore, bears relevance to the study as it explores the context of the wider community of
mature online students. Consequently, it provides valuable background information of the area to
be studied. Additionally, it helps to establish clarity of thought of the broader topic which will
inevitably impact the analysis of the research findings. As a result of this, the researchers will be
able to use the already established framework to contextualize the problem to be investigated and
seek consistency and coherence. Further, the researchers will be able to make a comparative
analysis of what has already been written and her/his findings.
Further, the literature clearly states that the online environment has proven to be
beneficial to mature students, as they are able to surmount barriers that are encountered in the
traditional face-to-face environment. The study will examine the relevance of the literature to a
specific geographical context and identify potential gaps in the literature that will need to be
addressed within a real-life context.
Finally, the literature provides insight into the fundamental theories and principles which
underpin the phenomenon of online learning.
Research Design and Methodology
Research Design
In a recent discussion among mature university students it was hypothesized that online
learners face challenges that are different from those experienced by learners in a face to face
learning environment. Based on the discussion students were generally dissatisfied with some
aspects of online learning and felt that the matter should be further looked into. A group of
researchers set out to examine the correlation between student satisfaction and educational
institutions’ approach to constructing learning experiences.
7
A descriptive research method is the most ideal approach for investigating person’s views
towards a particular issue or situation and therefore is applicable to an investigation in an
educational setting such as the classroom or other learning environments (Loeb, Dynarski,
McFarland, Morris, Reardon, and Reber, 2017). This method enables the researcher to use a
quantitative approach to make statistical inferences about a large group of people (Babbie, 2004).
The researchers will use the following data collection procedures:-
● Questionnaires will be distributed online via UWI email addresses.
● Respondents will be given a period of two weeks to complete their respective
questionnaires (November 1-14, 2017).
● The target group consists of UWI Open Campus students who are enrolled in online
programmes at the undergraduate, graduate and post graduate levels.
● Data analysis will commence immediately after the data collection has concluded. Data
will be quantified and analyzed statistically and expressed in the form of percentages and
charts.
Strengths and Limitations. The following are the major strengths and weaknesses
identified by the researchers;
● The data collection instrument is characterized by a combination of dichotomous, and
open ended questions which should yield clear responses;
● Participants in this study exist in different locations and are likely to complete the
questionnaire under different circumstances which may affect the responses. (Datt &
Datt, 2016).
8
● Data collection will be conducted via the internet and though it is likely that responses
can be traced to the respondent the researchers will maintain the respondents’
anonymity;
● Findings of quantitative research are often limited due to the use of close ended
questions which is prone to researcher bias. The study may not capture the reliable data.
(Datt & Datt, 2016).
● The target audience for data collection is limited to students of the UWI. Although this
group excludes teachers and facilitators who utilize the training programme and persons
who are desirous of pursuing training, the target group is suitable because they are
currently experiencing online learning. Consequently, this gives them the unique
advantage of communicating potential upgrades and other strategies for accommodating
the mature student based on their encounters.
● The research team will solicit the participation of classmates currently engaged in the
programme they are studying. This strategy is advantageous because it assures access to a
sample of students.
● Data Analysis in quantitative research is costly and can be time consuming if not well
managed (Datt & Datt, 2016). The researchers intend to mitigate these problems by
utilizing Data Analysis Software.
Rationale for Research Design
The research design outlines a systematic method of data collection (Blakstad, 2014).
This aspect of the project was critical in order to establish the most effective way to collect the
data. The quantitative method of data collection is a very attractive method of research for
educators and psychologists Knupher & McLellan, ( n.d.). Among the advantages of this method
9
is the fact that it is very effective in analyzing human behaviour, particularly for large groups
(Babbie, 2004).
The data collection tool being utilized supports web based data collection which was
appropriate for the unique target group. The participants are characterized by different majors,
residences, race, sex, and age due to the fact that the collection process occurs online (Dubois,
2016). The data collected is quantitative and this is advantageous because quantitative data is
relatively easier to analyze than qualitative data. It can also be manipulated to be represented in
charts and text. The statistical nature of the data also allows for immediate analysis after data has
been collected (Babbie, 2004). A period of two (2) weeks was earmarked for data collection.
This period is suitable due to the differences in locality and anticipated work and school
schedules.
Description of Participants and Sample
For the purpose of this research the target audience will consist of male and female
students currently enrolled in distance education at the UWI Open Campus who are over the age
of twenty four (24). Many of these non-traditional students are employed full-time, raising
families, leading active lifestyles while pursuing their studies part-time. Thirty (30) students will
be randomly selected to participate in an online survey administered by the researchers. It is
believed that this group would provide insight into what adult learners desire most in an online
learning environment.
Simple random sampling will be used where the researchers will randomly select
participants. A listing in alphabetical order of one hundred (100) students currently enrolled in
the online University of the West Indies Open Campus programme will be used as the sampling
frame. The sample will comprise one third of this list selected in the following manner: 1st, 3rd,
10
6th, 9th and so on. Each prospective participant will be assigned a number. This information
will subsequently be entered in the Microsoft Excel software. The researchers will then use the
random command method to select the thirty (30) candidates for participation in the survey. This
method is the most suitable technique because it gives all members of the student population an
equal opportunity to participate in the survey (Babbie, 2004).
Description of Data Collection Tool
The essence of good quality research is effective data collection (Godfrey, 2017).
Quantitative research captures numerical data to explain a phenomenon. This kind of data
collection is structured and relies on random sampling. The researchers propose to use survey
which is a suitable instrument for quantitative data collection. Quantitative data collection
instruments facilitate a greater level of objectivity, generalizability and reliability (Borg and Gall,
1983). Additionally, random selection of participants will mitigate against researcher bias.
According to Borg and Gall (1983), a questionnaire is made up of a series of
questions and other prompts and serves the primary purpose of obtaining relevant information
from respondents. Within the context of the proposed research question, this instrument will
make it easier to determine mature students’ andragogic needs as they transition from face to
face to online and capture a wider demographic. This is so as the nature of online learning caters
for a more diverse geographic population.
According to Jones, Murphy, Edwards and James (2008), the administration of
questionnaires is more cost effective, time efficient, and persons using them require minimal
training. Being an instrument that allows for anonymity, respondents are more likely to provide
honest responses. Questionnaires provide “Structured, often numerical data, being able to be
administered without the presence of the researcher, and often being comparatively
11
straightforward to analyze” (Wilson and McLean 1994, p. 317 cited in Cohen, Manion and
Morrison 2007). Though they are less onerous to administer than some other data collection
instruments, the researchers are cognizant that careful planning, question design and sequence
are imperative to ensure the validity and reliability of the instrument.
Validity and reliability are inherent to an effective data collection instrument and
ultimately effective research. Skewed data collection will have a negative impact on the findings
and ultimately invalidate the research. Cohen, Manion and Morrison (2007), posit that invalid
research is worthless. Fundamentally, validity demonstrates the ability of the instrument to
measure what it proposes to measure. However, no instrument is fool proof therefore the
researchers have taken steps to improve the instrument. Careful sampling, appropriate
instrumentation, and appropriate statistical treatment of data are some of these steps (Cohen,
Manion and Morrison, 2017).
The following points which will be considered regarding validity: interpretation and use
of findings must take precedence over process, degrees of validity vary according to purposes
and situations, and judgements on the validity and interpretations of findings should be made
subsequent to the examination and integration of the different aspects of validity (Nitko and
Brookhart, 2007).
The reliability of the data collection instrument speaks to how dependable and
consistent the instrument proves to be. That is, whether or not the instrument produces consistent
results over time, instruments and groups of respondents (Cohen, Manion and Morrison 2017).
Reliability, as it relates to questionnaires is closely aligned with the sampling. According to
Morrison (1993) cited in Cohen, Manion and Morrison (2007), if the sample size is too large or
too small, the data could be easily distorted or in the case of sample being too small, statistical
12
analysis can be impeded. Consequently, an invalid instrument will no doubt cause the research
conclusions to be unreliable and consequently erroneous which will inevitably influence poor
decisions. A domino effect is therefore created.
The questionnaire proposed will be a standardized instrument (see appendix).
Siniscalco and Siniscalco and Auriat (2005) define a standardized questionnaire as one in which
the same questions are given to all respondents and the coding system is the same. This also
impact the validity and reliability of the research. The instrument will consist of dichotomous as
well as open ended questions which will seek to explore the challenges that mature students face
in the online environment and the extent to which they are coping with these challenges. The
open ended questions will provide rich data which might inform instructional designers about the
needs of mature online students.
Another compelling consideration is the personal nature of questionnaires and the
potential for intrusion into the lives of respondents, the researchers must be sensitive about
ethical issues when preparing and administering the instrument and therefore the researchers will
treat the information acquired with the highest level of confidentiality.
Finally, the primary objective of the questionnaire will be to determine the kinds
of strategies and considerations that educational institutions and instructional designers ought to
consider for implementation, to enhance the online learning experience for mature students. The
research question therefore requires insight into the perceptions, opinions and experiences of
respondents hence the reason why the questionnaire will consist of dichotomous, single-select
response options as well as open ended questions. The open ended questions will avoid the
researchers having to infer reasons for responses. In this way respondents get to express
opinions without being influenced by the researcher.
13
Data Analysis Procedures and Justification
In analyzing the data collected, the researcher will use reports of descriptive statistical
analysis to give the reader a good understanding of the study (Anaesth, 2016). In accordance
with Gabriel (2013) and Ericson (2015), the researchers will use inductive analysis to establish
and articulate the link between the research objectives and the findings from the raw data.
Standard steps for statistical analysis will be used to analyze the data and generate tables and
charts. Deutsches Arzteblatt International (2009), states that descriptive statistical analysis can
include tables, graphical presentations and simple statistics. The measures of central tendency
such as the mean, median and mode will be used to compare and contrast distribution and
explain valuable findings about numerical data. The researchers will use Pearson’s correlation
analysis to establish the relationship between variables. The confidence interval, margin of error
and standard deviation and some regression analysis will also be used to document the summary
of findings. Data will be analyze according to student demographic information (age, gender, and
so on) and the challenges they encountered to determine what can be done to assist them in the
online learning environment.
According to (Abeyasekera, n.d.), quantitative methods of data analysis can be of
pronounced value to the researcher who is trying to lure meaningful results from a large body of
qualitative data. This kind of data analysis permits for better objectivity and accuracy of results
which support generalizations about the phenomenon under study. In order to accomplish this,
the researchers will use few variables and employ well-established standard procedures to ensure
validity and reliability. This means that the research can be replicated, and analyzed and
associated with similar studies. This quantitative analytical approach permits the researcher to
summarize huge sources of information and allow for comparisons across categories which can
14
be done many times. There are various tools that will assist the researchers in analyzing the data
collected such as Data Analysis and Statistical Software (STATA), IBM SPSS Statistics and
SaS. Using these tools, researchers can solve research problems efficiently.
Evaluation of Findings
Presentation of Findings
The researchers of this study hypothesized that mature online learners face challenges that
are different from those experienced by learners in a face to face learning environment. As such,
the research question is: What can educational institutions do to support/assist the mature
learners in overcoming the challenges of the online environment? Through this descriptive
analysis of the data collected, the researchers anticipate that this study will sensitize and deepen
the perspective of instructional designers in an online environment. Further, it will provide a
platform for more informed policy decisions.
As was indicated earlier, the respondents were selected from among a population of
students who are currently enrolled in one of the programmes offered by Open Campus. A
sample of thirty students responded. There was a 100% response rate to the questionnaires. The
nominal data illustrates that 73.3% were female. Based on the ordinal data the youngest
respondent was 23 and the oldest 57. However, the majority of respondents (70%) ranged
between the ages of thirty-six and fifty-five. Additionally, 76.7% of the respondents are pursuing
graduate studies.
Using Measures of Frequency, the results of the questionnaire clearly indicate that mature
online students consider collaboration a critical component in the learning environment as 92.3%
of the respondents indicated their preference for collaboration. However, it is noteworthy that
15
with respect to question 16, when a univariate analysis is done to compare that question with
preferential learning modes, although students are partial to collaborative learning, 60% of the
respondents indicated that they did not have a preference for group work. The results of the
questionnaire also suggest that with respect to question 12, completing group assignments is
indeed a challenge with 76.7% of respondents answering in the affirmative to this question.
Another interesting revelation of this study is that 50% of the respondents have thought
of dropping out of the programme. This is relatively high and is not consistent with the responses
to question 13 (b) where 70% of respondents indicated that they are coping well with balancing
school and work. It was indicated on the questionnaire that the programme is overwhelming at
times. This seems to be consistent with the responses with regard to balancing work and studies,
73.3% of the respondents viewed this as a challenge. In spite of this though, respondents cite
support from family and peers as aids to balancing work and school. One of the respondents
indicated definitively that she/he will be dropping out. With respect to lecturers’
support/helpfulness, 30% of the respondents indicated no, not sure, sometimes and occasionally
as their responses while 70% indicated that the lecturers were helpful.
Scaffolding, mentoring, activities to promote critical thinking and authentic or real life
experiences are desirable androgogical practices among mature students. Responses to these
items on the questionnaire ranged from 76.7% to 100% having a preference for these strategies.
Discussions to promote critical thinking proved to have a high level of significance with 100% of
the respondents indicating a preference for this strategy. This was followed closely by linking
learning with real life experiences (96.6 %). The need for provision of scaffolding by lecturers
also featured prominently with 93.3%. It should be noted that only 6.7% of the respondents
16
provided answers to the open-ended questions requiring reasons for their responses when
required to do so.
Conclusion and Recommendations
The survey results illustrated that there are several challenges that mature students face in
the online environment. Participants considered collaboration to be an important aspect of
online learning but found group work to be challenging; some students had difficulty completing
assignments while others found school to be overwhelming at times. Many students revealed that
they struggle to balance work and school life and 50% of those who completed the questionnaire
considered dropping out. Clearly there is a need to improve the online experiences of mature
students as it relates to the facilitation of successful studies. This will ensure that they are
satisfied and would generate sustained levels of student retention, progression and completion.
To help mature learners overcome the stated challenges the following recommendations
are proposed to online institutions particularly the West Indies Open Campus:-
● According to Kelly (2017) students who work in groups develop employability skills
such as leadership qualities, and conflict management skills. These skills also have a
positive effect on learner achievement. Therefore, it is recommended that the University
of the West Indies Open Campus include course activities which enable learners to
collaborate with each other and with facilitators throughout the duration of the semester.
● Study and professional skills courses should be offered to help the mature student to
develop skills and competencies applicable to relevant learners industry.
● Despite the demand for collaboration mature learners surveyed indicated that they
preferred individual assignments because they experience difficulty completing group
17
work. Joseph (2017) explained that in groups participants are often affected by person’s
unwillingness to participate in projects which results in some group members being
overwhelmed and possible conflict between members of the group. Based on the
findings stated above, the removal of group work would not be beneficial because mature
learners benefit from collaboration. It is therefore recommended that facilitators should
implement stringent assessment regulations for group work activities.
● The UWI Open campus should also implement initiatives to increase faculty awareness
of the challenges faced by mature students in the online learning environment so that they
can develop clear and balanced assessments based on the needs of the adult learner.
● Another major finding was the fact that half of the respondents have felt overwhelmed
and a strong desire to drop out of the programme. One could surmise that this is because
of the relatively limited opportunity for fraternity while pursuing online studies. Many of
the mature learners will not meet each other until graduation given their geographic
locations. According to Furger (2008) one strategy to reduce the incidence of college
dropouts is to support non-academic integration. This may include the establishment of
online social groups which provide mature learners with an opportunity to receive
coaching, guidance, share challenges and build student community. It is therefore
recommended that mature learners of the University of the West Indies Open Campus be
required to participate in a UWI social network forum.
● Another strategy to address the desire to dropout or the tendency to feel overwhelmed is
the application of the following instructional design solutions. According the National
Research Council (2012) the inclusion of student centered approaches motivate students
to investigate, present and explain content. The learner should be encouraged to have
18
flexibility in the organization of content and the right to adopt diverse views and
interpretations of issues. Consequently, courses should empower students to self-regulate
learning. The UWI Open Campus should adopt this strategy by encouraging lecturers to
employ differentiated learning activities.
This mini research has provided insight into the challenges which impact mature online
students. Further, a platform for more in depth research of this phenomenon has been
established. The responses of the questionnaire indicate that the mature online students
experience unique challenges that online institutions must be cognizant of if they are to provide a
high quality educational experience that meets the needs of adult learners.
References
Alvarez-Trujillo, Hector. “The Perception of Adults 35 and over on Online Learning.” Doctoral
Thesis. Of Walden, 2015. Retrieved from
19
http://www.scholarworks.waldenu.edu/cgi/viewcontent.cgi
Anaesth, I. (2016). Basic Statistical Tools in Research and Data Analysis. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037948/
Babbie, E. R. (2004). The Practice of Social Research (10th Ed.). Belmont, USA: Wadsworth,
Inc.
Babbie, E. R. (2008). Practice of Social Research-Guided Act (12th Ed.). New York:
Wadsworth, Inc.
Blakstad, O. (2014). Research Designs. Explorable. Retrieved from
https://explorable.com/research-designs
Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction (4th ed.), New York:
Longman Inc.
Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. London, New
York Taylor and Francis Routledge.
Crossman A. (2017). What is a Simple Random Sample? Definition and Different Approaches.
ThoughtCo. Retrieved from
https://www.thoughtco.com/random-sampling-3026729
Datt, S. , Datt, S. (2016) Limitations and Weakness of Quantitative Research Methods. Retrieved
from:
https://www.projectguru.in/publications/limitations-quantitative-research/
Davis, J. (2016) . Five Technology Challenges faced by Adult Learners. Retrieved from:
20
https://elearningindustry.com/5-technology-challenges-faced-adult-learners
Deutsches Arzteblatt International. (2009), Descriptive Statistics. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2770212/
Dubois, S. (2016) Nine Advantages and Disadvantages of Questionnaires. Retrieved from:
https://surveyanyplace.com/questionnaire-pros-and-cons/
Eastern Nazerene College (2015, Aug 25) Face to Face Learning; Why is it Important? Retrieved
from:
http://blog.enc.edu/face-to-face-learning-why-is-it-important
Erickson, F. (2015). Qualitative Methods in Research on Teaching,Creative Education, Vol.6
No.3:Retrieved from
http://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?R
eferenceID=1424072
Gabriel, D. (2013). Inductive and Deductive Approaches to Research. Retrieved from:
http://deborahgabriel.com/2013/03/17/inductive-and-deductive-approaches-to-research/
Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research.
The Qualitative Report 8 (4): 597-607.
Green, D. (2015, Nov 6) 3 Challenges Online Education Helps Adult Learners Overcome.
Retrieved from
https://www.usnews.com/education/online-learning-lessons/2015/11/06/3-
challengesonline-education-helps-adult-learners-overcome
21
Green D.(2015), Nebraska resident, received his bachelor's in psychology online from
PennsylvaniaStateUniversity—WorldCampus.
Retrieved from
https://sites.google.com/a/boisestate.ed/edtechtheories/emerging-theories-and-online-
Johnson, S.M. (2017). Teaching adult undergraduate students. Retrieved from
https://cft.vanderbilt.edu/teaching-adult-undergraduate-students/
Knupfer, N., McLellan, H. (n.d.) Descriptive Research Methodologies. Retrieved from
http://www.aect.org/edtech/ed1/pdf/41.pdf
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive
Analysis in Education: A Guide for Researchers. Retrieved from
https://ies.ed.gov/ncee/pubs/20174023/pdf/20174023.pdf
Miliszewska, I. (2007) Is It Fully ‘On’ or Partly ‘Off’? The Case of Fully Online Provision of
Transnational Education Journal of Information Technology Education, Volume 6.
Retrieved from
http://jite.org/documents/Vol6/JITEv6p499-514Miliszewska261.pdf
Snyder,T.(2013), The Benefits of Online Learning. Retrieved from
http://www.huffingtonpost.com/tom-snyder/the-benefits-of-online-le_b_2573991.html
Roach, V. & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive
study. Journal of Interactive Online Learning, 5(3), 318-332. Retrieved from
http://www.ncolr.org/jiol/issues/pdf/5.3.7.pdf
22
Sahin, I. & Shelly, M. (2008). Considering students’ perceptions: The distance education student
satisfaction model. Educational Technology & Society, 11(3), 216-223. Retrieved from
http://ifets.info/journals/11_3/15.pdf
Siniscalco, M.T. and Auriat, N. (2005). Questionnaire design: Quantitative research methods in
educational planning. Paris: UNESCO International Institute for Educational Planning.
Retrieved from
http://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?R
eferenceID=1012176
The Pell Institute and Pathways to College Network (2017). Analyze Quantitative Data.
Retrieved from
http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data
U.S. Department of Education, Office of Educational Technology. (2012). Understanding the
implications of online learning for educational productivity. Retrieved from
http://ctl.sri.com/news/ImplicationsOnlineLearning2.pdf
Wagner, R., Werner, J., & Schramm, R. (2005). An evaluation of student satisfaction with
distance learning courses. Presented at the 18th Annual Conference on Distance Teaching
and Learning. Retrieved from
http://www.pgsimoes.net/
126biblioteca/An%20evaluation%20os%20student%20satisfaction%20with%20distance
%20learning%20corses.pdf
Wicks, D.J. (2009). Emerging Theories and Online Learning Environments for Adults. Retrieved
from
23
https://sites.google.com/a/boisestate.ed/edtechtheories/emerging-theories-and-online-
learning-environments-for-adults-/
Appendix 1
The following are some sample of questions
1. What is your age range?

a. 25 – 35
b. 36 - 45
c. 46 – 55
d. 56 plus
24
2. Please indicate your gender below.

a. Male
b. Female
3. Please state your ethnicity.
a. African
b. East Indian
c. Chinese
d. Caucasian
e. Mixed
4. What level of tertiary education are you currently pursuing?
a. Undergraduate
b. Graduate
c. Post Graduate
Please answer yes or no to the following statements and questions.
5. Is the need to collaborate important to mature students in an online learning environment?

a. Yes
b. No
6. Mentoring is important to mature online students.
a. Yes
b. No
7. The need for instructors to teach for critical thinking is important to mature students in an
online learning environment.
a. Yes
b. No
8. The need to link learning to real life experiences is important to mature learners studying
online.
a. Yes
b. No
9. Frequent student to student communication is a challenge to online learning.
a. Yes
b. No
10. Consistent lecturer support would meet learning needs of online students very much.
a. Yes
b. No
11. Balancing work and study is a challenge for mature online students.
a. Yes
b. No
12. Completing group assignments is a challenge for mature online learners.
25
a. Yes
b. No
Please answer yes, no or I am not sure to the following questions and provide the reason for your
response.
13. Are you coping well with the following?
1. Collaborating with peers: Yes No I am not sure
Give a reason for your answer _____________________________________________
b. Balancing work and study: Yes No I am not

sure
Give a reason for your answer _____________________________________________
14. Do you think the lecturers are helpful? Yes No I am not sure
Give a reason for your answer ______________________________________________
15. Have you ever thought of dropping out of the programme? Yes No
Give a reason for your answer ______________________________________________
For learning purposes which of the following do you prefer?

16. Group work
Yes No
17. Projects
Yes No
18. Linking with real-life experiences
Yes No
19. Scaffolding
Yes No
20. Mentoring
Yes No
21. Discussions to promote critical thinking?
Yes No
26
27

Edsl 6507 - Assignment 3 - Group 6

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edsl 6507 - Assignment 3 - Group 6

Uploaded by

Copyright:

Available Formats

Running head: CHALLENGES OF THE MATURE ONLINE LEARNERS: A MINI RESEARCH

EDLS-6507 – Research Methods

University of the West Indies

Assignment Three: An investigation into the Challenges experienced by Mature Online

Candice Brown (04008579)

Sharon Brown Floyd (95063791)

Carline Reid Willis (315200738)

Meredith B. Connor (20053571)

Paper Presented in Partial Fulfillment of the Requirements

Course Coordinator: Madgerie Jameson-Charles

Course Facilitator: Gaile Gray-Phillip

Relevant literature in the field of study and Analysis 4

The Relationship between the Literature and the study 9

Research Design and Methodology 10

Description of Data Collection Tool 14

Data Analysis Procedures and Justification 17

Conclusion and Recommendations 20

According to Miliszewska (2007), education landscape is now characterised by

online learning platform (Davis, 2016).

Consequently the objective of the research is to:

overcoming the challenges of online learning?

1. To determine the issues affecting mature learners in the e-learning environment.

2. To identify solutions to address the challenges experienced by mature learners currently

pursuing an online programme.

The Research Setting

The Research Problem

Mature learners have been experiencing difficulty in transitioning from traditional

suitable solutions to overcome these issues.

therefore clarify learner characteristics and situations in an effort to improve andragogical

space and Google Docs to engage collaborative learning.

their online experiences.

time nor the finances for re-sit examinations.

classroom Green, (2015).

In a study conducted to assess adult students’ perception and satisfaction of online

so through face to face education Alvarez-Trujillo (2015).

same as learners in the traditional face-to-face learning environment. According to Snyder

information acquired through online learning there is a gap as it relates to providing

Relationship between Literature and Study

more local/regional context.

analysis of what has already been written and her/his findings.

addressed within a real-life context.

underpin the phenomenon of online learning.

Research Design and Methodology

institutions’ approach to constructing learning experiences.

towards a particular issue or situation and therefore is applicable to an investigation in an

The researchers will use the following data collection procedures:-

● Questionnaires will be distributed online via UWI email addresses.

● Respondents will be given a period of two weeks to complete their respective

questionnaires (November 1-14, 2017).

programmes at the undergraduate, graduate and post graduate levels.

identified by the researchers;

● The data collection instrument is characterized by a combination of dichotomous, and

open ended questions which should yield clear responses;

(Datt & Datt, 2016).

advantage of communicating potential upgrades and other strategies for accommodating

the mature student based on their encounters.

utilizing Data Analysis Software.

Rationale for Research Design

Description of Participants and Sample

be randomly selected to participate in an online survey administered by the researchers. It is

equal opportunity to participate in the survey (Babbie, 2004).

Description of Data Collection Tool

According to Borg and Gall (1983), a questionnaire is made up of a series of