As indicated in the previous section, time constraints brought on through extenuating factors such as family and work often get in the way of the continuing education practices of adult students. Not only that, a certain level of disengagement occurs as a direct result of such a constraint resulting in an increasingly lower level of student participation, which leads to an eventual withdrawal from the course.
One attempt in which various academic institutions have attempted to address this issue has been through online e-learning courses. This model of learning address the issue of time constraints as well as the issue of cost in continuing one’s education by having all the necessary course materials being placed online and having the students take up course modules at a more convenient location and pace (i.e., at home and at night when they get home from work).
This creates a greater degree of autonomy and freedom on the part of adult students, wherein they are better able to incorporate continuing education into their work-life balance. While this educational model may seem to have resolved the time constraint issue, this is far from the case. As explained in the preview section of this paper, adults utilizing online e-learning courses still suffer from the same time constraints identified in the more traditional continuing education setting.
This can encompass situations such as having to work on a report for work, being too tired from work to read through the necessary course material as well as having to contend both with deadlines set by the online teacher and those by their company. It should also be noted that studies such as those by Cordie, Wilke & Medina (2008) have identified that adult learners at times have a negative view in regards to online e-learning courses (Cordie, Wilke & Medina, 2008).
Cordie, Wilke & Medina (2008) explains this by stating that some adult students are merely so used to the traditional face to face setting of teaching that when presented with the lack of a “familiar face” in online courses, they tend to develop a certain degree of disengagement and lack of interest in the course material. Such aspects in adult education have been covered in the preview section of this study; however, there are two essential aspects that were missing, namely: changes in information internalization by present-day adult learners as well as a lack in sufficient compartmentalization.
Information internalization refers to the manner in which students are able to learn based on differences in demographics. Studies such as Conte (2012) show that adult learners simply find it easier to adapt to the face to face educational setting since this is what they are used to (Conte, 2012). Unfortunately, this brings up the issue of time constraints once again since a large percentage of adult students at the present simply cannot combine continued education utilizing face to face interaction with external constraints such as work and their family.
However, studies such as Cruce & Hillman (2012) have also shown that the current predilection of information to be supplied in short, easy to read blurbs and articles has also impacted adult learning (Cruce & Hillman, 2012). Cruce & Hillman (2012) explains that adults at the present have a prediction towards learning and internalizing small articles of information in large amounts as compared to large articles of information in small amounts.
This is a direct result of the impact of the internet and social media, which significantly affected the manner in which news and information are being presented and how people are now used to and prefer this method of information internalization. Unfortunately, online methods of education fail to take this into consideration and present adult learners with long sets of text to internalize.
This creates a considerable degree of discouragement on their part since not only is the teaching method different from the face to face interactions that they are used to but the manner in which they are asked to study is different from the way in which they internalize information at the present which predominantly consists of plentiful but short pieces of information.
This is where the concept of compartmentalization enters into the picture; as described by Jordan (2012), compartmentalization involves having to “chop up lessons” so to speak in a manner that can be easily internalized. While this has been implemented to a certain degree in various online courses, the manner in which this has been accomplished is insufficient compared to the time constraints and method of learning that is suitable for adult learners (Jordan, 2012).
It is based on this that the Consolidated Model for Teaching Adults will incorporate the current Coursera model of online teaching with a greater degree of subject compartmentalization so as to create a teaching model that is easily internalized in “bite sizes pieces” with a means of measuring progression being incorporated into the teaching approach.
The Coursera teaching model can be seen in use on coursera.com, which is a recently popularized online learning portal where students can take up a wide variety of University courses for free. This teaching model has resolved the discomfort of adult students in the lack of face to face teaching from teachers by providing pre-recorded video-based teaching sessions wherein the students can clearly see the teacher’s face and creates the “feel” of a face to face lesson.
Not only that, through the implementation of student forums on each course, adult students are able to get a similar (albeit digital) form of social interaction with not only the teacher but with other students who are taking up the course as well. Combined with having all the lesson material being made available online as well as the videos that can be watched whenever it is convenient for the student, the Coursera teaching model has seemingly helped to resolve a lot of the problems related to continuing education among adults.
The one factor though that is missing from the Coursera teaching model is a lack of sufficient compartmentalization. This is where the Consolidated Model for Teaching Adults will differ itself from the Coursera model. The COMTA model incorporates aspects of the Coursera model involving the use of videos to simulate face to face teaching, the implementation of a forum for students and the teacher to enable the exchange of concepts and ideas as well as having all aspects of the lesson online.
However, one significant difference would be that lessons will be compartmentalized into short, easy to internalize segments that are no longer than 5 to 10 minutes in length with readings that have been cut to ensure only the more relevant sections are present. Each reading should reach a length that can be finished in 5 minutes as well. On the side of each lesson will be a progression bar showing how much the student has accomplished.
By implementing this particular method, adult learners are thus able to quickly incorporate lesson ideas and concepts while at the same time, measure the amount that they have accomplished relative to the rest of the course. The last and most important aspect is the removal of time constraints on the lessons. The one advantage of Coursera over other teaching models is the use of peer review wherein students who are taking the short course will be evaluators of the papers and submitted work of their fellow students.
By incorporating this aspect into the course model and implementing automatic online quizzes at certain junctures of the lesson that can be taken at anytime, this enables adult learners to take a course at their leisure since it will be other students that will evaluate their work and, as a result, the same time constraints that limit other online courses will not be present.
The most important aspect that should be remembered is that once time constraints, inconvenience and the inability to provide a face to face experience has been addressed, this would enable adult learners to be more encouraged to take up and finish a continuing education program. Thus, the COMTA model with its emphasis on automated processes, compartmentalized teaching, forum conversations and no paper deadlines would resolve the problems of adult learners when it comes to learning in an easy and convenient fashion.
Utilizing a Qualitative Research Methodology
What is Qualitative Research?
Merriam (2009) in her book “Qualitative Research: A Guide to Design and Implementation” explains that qualitative research is a type of exploratory research than in that it tries to examine and explain particular aspects of a scenario through an in-depth method of examination (Merriam 2009, 3-21). While it is applicable to numerous disciplines, it is normally applied to instances which attempt to explain human behavior and the varying factors that influence and govern such behaviors into forming what they are at the present (Merriam 2009, 3-21).
Thus, it can be stated that qualitative research focuses more on exploring various aspects of an issue, developing an understanding of phenomena within an appropriate context and answering questions inherent to the issue being examined. This makes it an ideal research method to be utilized in this study since it would enable the researcher to examine the differing needs of adult learners in both face-to-face and e-learning.
The following are the possible qualitative research methods that will be utilized in this study:
Narrative Analysis
Based on an examination of the types of qualitative studies by Merriam (2009), one possible approach that could be pursued is the use of a narrative analysis in presenting information to readers. Merriam (2009) states that a narrative analysis is actually one of the oldest methods of analysis that makes use of experiences and methods of communication with others in order to better understand the various facets of particular situations and external events (Merriam 2009, 32-50).
As explained by Merriam (2009) this method of qualitative analysis utilizes a variety of methods of examination, not limited to biological, psychological, or linguistic approaches and, as such, can utilize several different perspectives in order to explain a particular issue (Merriam 2009, pp. 33-50). Such an approach can be seen in the case of the article “Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students” wherein Schussler (2009) interspaces her views with that of the student’s utilized in the study in order to identify specific problems in intellectual engagement and what could possibly be done to resolve them (Schussler 2009, pp. 114-121).
Document Analysis
Despite the effective methodology shown by the Schussler (2005) study, another possible method of qualitative research would be to rely almost entirely on document analysis. As explained by Merriam (2009), a research study that relies almost entirely on academic literature without other methods of external data collection runs the risk of being confined primarily to the results exhibited by the research studies utilized (Merriam 2009, pp 135-165).
This can result in a study that is severely constrained in terms of the number of factors that it is capable of encompassing, especially in situations where the research subject that is being examined is focused on a narrowly specific topic (Merriam 2009, pp 135-165). On the other hand, relying purely on academic literature in order to investigate a particular study does have its advantages since it reduces the amount of time need during the initial stages of preliminary research and enables the research to more effectively justify the results presented by indicating that they had already been verified by previous researchers (Merriam 2009, pp 135-165).
Comparison between Narrative Analysis and Document Analysis
Merriam (2009) explains that narrative research combines direct quotes, views and perspectives from the research subject utilizing biological, psychological or linguistic approaches (though it can, of course, encompass even more approaches) and blends them with various types of academic sources in order to create a written output that is best described as an academic narrative since it seemingly seems to be an elaboration on the experiences of those writing and those being examined (Merriam 2009, pp 32-100).
It is somewhat of an informal method of presentation; however, it is an ideal method if the purpose of the research is to showcase the views and experiences of both the author and the research subjects through the lens of a variety of academic methods of examination (Merriam 2009, pp 32-100). Considering this study’s focus on differing learning methods (face to face and online studies) and adult learners, this in effect makes a narrative analysis an ideal method of examination since it will utilize the perspective of adult students to answer the research questions of the study.
In comparison, when looking at chapter 7 of her book, Merriam (2009) elaborates on document-based research by stating that document-based methods of analysis primarily concerns itself with an examination of various academic texts in order to draw conclusions on a particular topic (Merriam 2009, pp 139-165).
While each method of analysis does have its own level of strengths such as in the case of a narrative analysis that enables a researcher to utilize learning and adaptation approaches in order to examine various types of data, it should be noted that a document analysis is far easier to do and has a higher degree of academic veracity as compared to narrative-based research which can often result in mistaken conclusions (Merriam 2009, pp 32-165).
Use of Narrative and Document Analysis
After examining the pros and cons of using either narrative or document analysis in this study, it was decided that using both approaches would be the best way of addressing all the issues of the study. Document analysis will be able to help combine the information from various academic sources into a cohesive whole while narrative analysis will address the perspectives of the adult students.
Theoretical Framework
Introduction
This section elaborates on the use of attribution theory as the primary framework of examination utilized by the researcher in order to check the information gathered through narrative and document analysis. This theory was chosen due to its ability to examine the opinions of the adult learners in order to properly interpret the data and create viable solutions and recommendations.
Attribution Theory
Attribution theory centers around the derived assumption of a particular individual/group of people regarding a particular process, product or service based on their experience with it. It is often used as means of investigating consumer opinions regarding a particular product and to determine the level of satisfaction derived from its use. By utilizing this particular theory as the framework for this study, the researcher will be able to correlate the opinions of adult students regarding their current learning experiences.
This particular theoretical framework helps to address the research objective involving different needs and if any relationship exists with the differences found between online and f2f modes of learning. Utilizing attribution theory, the research will design the investigation in such a way that it delves into the opinions of the adult learners in order to better understand what factors affect their learning experience at the present.
The needed information will be extracted through a carefully designed set of questions whose aim is to determine how a particular student’s experience with a teaching method (i.e., f2f or online) affects the way in which they are able to manage time, internalize the subject material and finish the course. However, it should be noted that while attribution theory is an excellent means of examining the opinions of interviewees, it is an inadequate framework when it comes to determining the origin of problems in certain cases.
Reference List
Conte, N. (2012). First-time-users’ impressions of continuing education using the internet. Quality Assurance In Education: An International Perspective, 20(4), 372-386.
Cordie, A., Wilke, R., & Medina, A. (2008). Design, Implementation, and Evaluation of the Online Course, Making EE Relevant for Diverse Audiences. Conference Papers — North American Association Of Environmental Education, 1.
Cruce, T., & Hillman, N. (2012). Preparing for the Silver Tsunami: The Demand for Higher Education Among Older Adults. Research In Higher Education, 53(6), 593-613.
Jordan, S. (2012). Student engagement with assessment and feedback: Some lessons from short-answer free-text e-assessment questions. Computers & Education, 58(2), 818-834.
Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation, John Wiley & Sons.
Schussler, D. (2009). Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students. Theory Into Practice 48 (2), 114-121.