Factors That Influence Learning Outcomes of Adult Students Enrolled in Distance Education
FACTORS THAT INFLUENCE LEARNING OUTCOMES OF ADULT STUDENTS ENROLLED IN DISTANCE EDUCATION
Table of Contents
Chapter 1: INTRODUCTION 3 Relevant Background Information 3 Statement of the problem 6 Purpose of the Study 7 Research Questions 7 Theoretical Framework 8
Chapter 2 – LITERATURE REVIEW 12 Distance Learning 12 Conceptual models: Adult-learning models 15 Adult Learning Styles 17 Barriers to Learning in distance education 19 Faculty Barriers in Distance Learning 20 Adult Learners and Motivation in distance education 20 Personality Type/Learning Style and Computer Anxiety 21
Chapter 3 - RESEARCH METHODOLOGY 23
Chapter 4 – FINDINGS and RESULTS 24
Chapter 5 – CONCLUSION 27
References 29
Chapter 1: INTRODUCTION
Distance education have given adult the opportunity to enroll in courses with the advantage to study any where when there is time, and do not have to give up important personal responsibilities. According to Knowles (1991) adult learn differently and for different reason. Hill (2001) stated that distance learning is the process of creating an educational experience of equality for the learner to best suit their out side the classroom. This paper will explain the different theories of adult learning, the different factors that effect and motivate adult learning in a distance education. Also, how personality type and learning styles influence learning in distance education.
Relevant Background Information
While distance education is often presented as a relatively new education mode, it has been around for some time. It began as a correspondence learning during the nineteenth century and continued into the twentieth century, transforming into mass communications through the use of radio and television (Cohen, 1999). As the century progresses, distance education further developed in the forms of extended education, open education, and distance learning (Towie 2008). The University of London
Table of Contents
Chapter 1: INTRODUCTION 3 Relevant Background Information 3 Statement of the problem 6 Purpose of the Study 7 Research Questions 7 Theoretical Framework 8
Chapter 2 – LITERATURE REVIEW 12 Distance Learning 12 Conceptual models: Adult-learning models 15 Adult Learning Styles 17 Barriers to Learning in distance education 19 Faculty Barriers in Distance Learning 20 Adult Learners and Motivation in distance education 20 Personality Type/Learning Style and Computer Anxiety 21
Chapter 3 - RESEARCH METHODOLOGY 23
Chapter 4 – FINDINGS and RESULTS 24
Chapter 5 – CONCLUSION 27
References 29
Chapter 1: INTRODUCTION
Distance education have given adult the opportunity to enroll in courses with the advantage to study any where when there is time, and do not have to give up important personal responsibilities. According to Knowles (1991) adult learn differently and for different reason. Hill (2001) stated that distance learning is the process of creating an educational experience of equality for the learner to best suit their out side the classroom. This paper will explain the different theories of adult learning, the different factors that effect and motivate adult learning in a distance education. Also, how personality type and learning styles influence learning in distance education.
Relevant Background Information
While distance education is often presented as a relatively new education mode, it has been around for some time. It began as a correspondence learning during the nineteenth century and continued into the twentieth century, transforming into mass communications through the use of radio and television (Cohen, 1999). As the century progresses, distance education further developed in the forms of extended education, open education, and distance learning (Towie 2008). The University of London
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