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Paper Abstract: Examines adult student distance learning. Overview of this type of education in which students receive instruction by technological means. Current status of the field. Review of the strengths and weaknesses of the various technologies used. Profile of a typical adult distance learner. Effectiveness of distance learning. How distance learning can be improved. Paper Introduction: THE ADULT LEARNER AND DISTANCE EDUCATION THROUGH TECHNOLOGICAL MEANS ABSTRACT This paper provides an examination of the existing literature on adult student distance learning which is essentially defined as isolated learning by a student using a course of instruction delivered to him or her via technological delivery systems. The paper’s basic purpose is to provide a broad overview of the subject and to use this overview to formulate conclusions about the current status of the field. To this end, adult education and distance learning are both defined. Further, the paper provides a brief profile of the typical adult distance learner in order to give the discussion a general context. The provided profile is followed by a review of the v Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. (1999). According to Parrott (1995), the video/audio models of distanceeducation include broadcast television, cable television, satellite,microwave, fiber optics, and audio graphics with the most widely usedformat being broadcast and cable television. 2. Finally, Willis (1999) recommends the continued improvement ofinstructors' distance teaching skills. In areview of early research, Morgan (1991) suggested that effectiveness mustbe examined within the context of a process that the adult learner goesthrough as he engages in distance learning. These technologies are said to be realeducational strengths in that they emphasize learner centeredness andcontrol over educational activities and efforts which has been associatedin the literature with strong educational achievement. However, the question can be asked:Precisely who is the adult distance learner? Distance Education Clearinghouse (2 1). (1996). First, it can be concluded that the adult distancelearner opts for distance learning for a variety of reasons includingpersonal, social and organizational reasons, and in some cases, studentsmay have one or more of these differing reasons. In this regard, Garrels (1997)recommended that there be advanced preparation of teaching materials;timing, variation, and smooth transitions. Therefore, he or she isrequired to coordinate the different areas of their lives that influenceeach other, their families, jobs, spare time, and studies. ED 385 311. (1997). Social Improvement such as gaining new knowledge and skills toimprove adult students' personal or career situation. (1996). These are said to include: (1) time and place flexibility; (2) the potential to reach a global audience; (3) no concern about compatibility of computer equipment and operating systems; (4) quick development time, compared to videos and CD-ROMs; (5) easy updating of content, as well as archival capabilities; (6) usually lower development and operating costs, compared to satellite broadcasting; (7) an enhancement of interactivity between instructors and learners and among learners, which is a serious limitation of some DL formats; and (8) the potential to give voice to those reluctant to speak in face-to- face situations as well as to allow learner contributions to be judged on their own merit, unaffected by any obvious visual cultural markers. Use of computer-based technology in health,physical education, recreation, and dance. The paper's basic purpose is toprovide a broad overview of the subject and to use this overview toformulate conclusions about the current status of the field. In other words, Distance Education is an instructional deliverysystem in which learners need not be physical present at the same locationas their instructor. Another disadvantage mentioned by Kerka (1996) is informationoverload consisting of such things as the sheer volume of e-mail messagesstudents are required to respond to and read. Recommendations in this area include:adapting the delivery system toward the goals of maximizing studentmotivation; tailoring the system for each student's preferred learningstyle; making sure that students are aware of and comfortable with newpatterns of communication to be used in the course; exchanging backgroundinformation to enhance student comfortability; increasing sensitivity todiffering student communication styles and their cultural backgrounds;helping students to take active roles in their learning by independentlytaking responsibility for their learning; and helping students to maintainan awareness of any course or school or work deadlines. In this regard, Mielke reports that the successful student is one whodevelops persistence and skills in self-directing work. Document available:http://www.iastate.edu/~iwise/iwise/E_Learning/modules/. There is improvement in terms of organizingthe structure and content of the material. There are however,indications that adult learners go through a process, slowly become moreeffective at learning via distance methods as they learn to master thetechnology and feel more confidence in themselves as distance learners.Further, successful adult distance learners have a variety of skillsincluding patience, persistence, and the ability to self-direct. Other factors that make for effectiveness in adult distance educationare related to the organization or institution offering the distanceeducation program. ED 395 214). Moore, M. Morgan (1991) suggests that at this initial stage adult distantlearners tend to focus on simply memorizing facts and details in theircompletion of assignments and will, most often, end up with a rathersurface or poor understanding of the material. In summary then, distance learning appears to be at least aseffective as classroom learning for the adult learner. Romiszowski, A. Personal growth and development such as becoming more self-aware,or more self-actualized. Burge (1993) also notes that adult distance students and theirteachers often have little in common in terms of background and day-to-day experiences and therefore it takes longer for the student-teacherrapport to develop. (1996). It can also be concludedthat the typical adult distance learner has a unique profile, whichincludes such factors as the need to coordinate family and careerresponsibilities. W. One of these options is what has come tobe known as "Distance Education." According to The Clearinghouse forDistance Education (2 1)distance education may be defined as a plannedteaching and learning experience involving a wide range of technologiesthat reach learners at a distance and which are designed to encouragelearning interaction and certification of learning. 4. The final section of thereview, based on the literature just covered, develops and formulatesconclusions as to the current nature and status of adult distance learning. St. Telecommunications and distance education.ERIC Digest, 93-2. They begin to relate and distinguishnew ideas from previous knowledge, as well as to relate concepts beingtaught to everyday experience. These aresaid to be one or more of the following: 1. The literature related to the effectiveness of distance education forthe adult learner was then examined emphasizing those studies that focusedon the factors most likely to make for a highly effective program. Kerka, S. Burge, E. Thetypical characteristics and traits of the adult learner who decides toparticipate in distance education. 3. London: Routledge. Faculty Development Papers. The paper began bydefining two pivotal key terms: adult education and distance education. D. Basic intellectual growth such as taking education courses for thesheer joy of learning. In this regard, theliterature indicated that adult distance education can be improved by avariety of procedures and methods aimed at: (1) better planning andorganization of courses and classes; (2) the use of new and innovativemethods for better determining and meeting student needs; (3) enhancingboth interaction and feedback with respect to technological deliverysystems; and (4) developing an ongoing program for the continuedimprovement of instructors' distance teaching skills. Future learning: Distance education in communitycolleges. 5. A knowledge of the strengths and weaknesses of each particulardelivery system used in a given organization or institution's adultdistance education program is not all that is required for effectiveness.It can be concluded based on the review of literature presented here thatseveral other factors also contribute to effectiveness. International Women in Science and Engineering (IWISE, 2 1) Adulteducation. A final conclusion that can be formulated in this study is that whilethe effectiveness of adult distance learning is fairly well established inthe existing literature, improvements can be made. Often, the electronic delivery of information can evenoccur simultaneously using synchronous communication means. Definition of Adult Education and Its Relevance For Distance Learning According to IWISE (International Women in Science and Engineering,2 1), adult education can generally be defined as the provision ofinstructional and related supportive service to adults. Without face-to-face contact distant students maysometimes feel ill at ease with their teacher as an "individual" anduncomfortable with their learning situation. For example, Kerka (1996)notes that the limited bandwith (defined as the capacity of thecommunication links) as well as the slower modems of many students canhamper the delivery of sound, video, and graphics, although the technologyis improving all the time. Effective teaching in distance education. ED 358 841. ERIC Digest, 94-7. Organization - A key requirement of successful adult distancelearning was said to be good organization. These include: instructor enthusiasm, providing accessto strong faculty and technological support, having a well organized plan,and instructor commitment, and familiarity with the technology being used.However, one proviso must be offered in terms of any educator wishing toanalyze and/or fully understand the effectiveness of adult distanceeducation. Organizational mandate such as when an employer or other type oforganization (e.g., community group, charity, etc.) sponsors educationalactivities specifically designed to help employees maximally achieve theorganization's goals. ED 436 528). Some of the recommendations made in this regardincluded: making sure to begin the course planning process by studyingdistance education research findings; checking and reviewing existingmaterials for content and presentation ideas; analyzing the strengths andweaknesses of possible delivery approaches in terms of learner needs andcourse requirements before selecting a mix of instructional technology;providing all students AND their instructors with hands-on training intechnology use; preparing concrete rules, guidelines and standards whichare provided to students at the beginning of the course of instruction;providing a toll-free hot line for students to use regarding technicaldifficulties; thoroughly understanding both the strengths and weaknesses ofthe instructional delivery systems available (e.g., audio, video, data, andprint) as well as the technical means by which they are delivered (e.g.,satellite, microwave, fiber optic cable, etc.). Further, Kerka notes that while the Internet can promoteactive learning, it can also breed passivity in some students similar tothe kind of passivity observed in people watching television. The next section of thisreport provides a brief profile of the typical adult distance learner. Strategies for teaching at a distance. Critical Support Personnel - Those organizations found to bemaximally successful in distance learning have strong support personnelincluding production staff, graphic designers, and technical staff members. Familiarity - According to Garrels (1997), effectiveness, insubstantial measure, is often due to the instructor (and students') degreeof familiarity with the technology used in distance education. (ERIC Document Reproduction Service No. 2. McLean, D. Technologies Used in Adult Distance Learning Interestingly, Mielke (1999) has noted that distance learning, in itsoriginal form basically consisted of teachers traveling to remove sites toteach classes and/or corresponding with students through the mail,telephone, or fax machine. 4. Social transformation in which people continue their education inadulthood as part of an organizational effort supporting policy advocacyand social change. The foregoing sections of the review were then followed by anexamination of the many types and kinds of technological equipment anddelivery systems that are available to adults participating in distanceeducation. THE ADULT LEARNER AND DISTANCE EDUCATION THROUGH TECHNOLOGICAL MEANS ABSTRACT This paper provides an examination of the existing literature onadult student distance learning which is essentially defined as isolatedlearning by a student using a course of instruction delivered to him or hervia technological delivery systems. The presence of factors that make for high levels of success foradult distance learning does not mean that the system cannot be improved.The next section of the review examines the literature on distanceeducation for the adult learner for recommendations as to how to improvedistance education for the adult learner. Specifically, distanceeducation is defined by Moore and Kearsley as: The process of extending learning, or delivering instructional resource-sharing opportunities, to locations away from a classroom, building or site, to another classroom, building or site by using video, audio, computer, multimedia communications, or some combination of these with other traditional delivery methods (p.2).In short, distance learning as it relates to adult education can be seen tobe a form of education in which the adult is exposed to a broad range ofteaching and learning events while separated or at a distance from theinstructor and or other fellow students, and the means by which learning isattained are technological in nature. Document available: www.uwex.edu. Further, in most distance learning, the adult is not present inthe classroom learning situation and therefore the motivational factorsarising from the contact or competition with other students is absent. The various strengths and weaknesses of these equipment andsystems were delineated. Thus, adult distance educationstudents often initially experience a sense of insecurity about themselvesand/or their learning. 5. However, as the uncertainty and lack of confidence decrease andsimple familiarity with the process increases, the adult distant studentbegins to learn in a far deeper way and the process therefore becomes farmore effective. Pierre (1998) indicated that adult distancelearning studies show that students in distance education settings performas well or better than students in a campus-based learning situation. Los Angeles, CA: ERIC Clearinghouse onCommunity Colleges. This understanding is that any effectiveness considerations should bebased within an understanding that adult students participating in distanceeducation tend to become higher achievers over time. This is becauseadults participating in distance education must not only learn the academicrequirements but must also become familiar and confident with thetechnological delivery system. Draper (Eds.) Thecraft of teaching adults (pp.215-23 ). These include simpleequipment such as the telephone and the fax machine and far moresophisticated technologies such as multi-media computer communicationequipment with either synchronous or asynchronous delivery. Further, since the adultdistance learner uses technological conduits, many are or have to becomefamiliar with the technical deliver systems involved in their learning. Quest, 5 (4), 344-356. Kerka (1996) also states that perhaps more than any other distancemedia, the Internet and the Web help overcome the barriers of time andspace in teaching and learning. Further, the more motivated, mature, and well-organizedthe student, the more likely that he or she will perform well whenparticipating in distance education. (1993). With respect to the foregoing, Romiszowski (1993) has pointed outthat various forms of electronic media have increased the timeeffectiveness as well as the delivery of information to adult studentswhile video, audio, and computer-based applications have enhanced adultstudents' output. Interms of delivery systems, adult students participating in distanceeducation have a variety of equipment available to them. Profile of the Adult Distance Learner According to Burge (1993), the adult distance learner is usually anolder student with both a job and a family. Further, the paperprovides a brief profile of the typical adult distance learner in order togive the discussion a general context. The literature indicated that internet and the World Wide Web arealso often used in adult distance education, and it is expected that in thefuture, adults participating in distance education will use virtual realitysystems as well as artificial intelligence systems. ERIC Digest, 95-2. Distance learning, the internet, and the World WideWeb. Bates (1995) has listed several advantages associated with distancelearning via the Internet. Great attention to detail was alsosaid to be required. Distance education: A systems view.California: Wadsworth Publishing Parrott, S. ED 351 8). Syracuse, NY: ERIC Clearinghouse on InformationResources. Of course there are also disadvantages. This adds adimension of complexity to their learning that is not present for otherstudents. References Bates, A. In the beginning, the adultdistant learner typically experiences some level of difficulty determiningthe academic and technological demands of a given course of study becauseof such factors as the lack of support from an immediate peer group, readyaccess to the instructor, and lack of familiarity with the technology beingused for delivery of course information. The next sectionof this report examines these technologies. Summary and ConclusionsSummary The purpose of the review of literature presented here was toprovide a broad overview of distance education as it pertained to the adultlearner focusing on the involvement of technology. (1998). Enthusiasm was said torequire animation and comfort in front of the camera, or with thetechnology utilized. In this regard, organizationsoffering distance education courses are called upon to have theirinstructors engage in a variety of methods and techniques including thefollowing activities: develop strategies for student reinforcement, review,repetition, and remediation; realistically assess the amount of contentthat can be effectively delivered in the course; diversify and pace courseactivities and avoid long lectures; humanize the course by focusing on thestudents, not the delivery system; provide a strong print component tosupplemental non-print materials; use locally relevant case students andexamples to assist students in understanding and applying course content;develop clear and concise methods of communicating as well as sufficienttime required by the delivery system's technical linkages; andpersonalizing involvement. A third conclusion that can be formulated with respect to adultdistance learning is that the variety of technological equipment andsystems available to the student is quite varied and any given program mayuse one or more of these systems and/or equipment. At this stage, the student becomes more selective andfocused on actually mastering new information. The emphasis shifts fromexternal to internal focusing on how instructional material relates toeveryday reality. Also, there is theproliferation of databases and websites that demand often new andchallenging information management skills. Document available:Indiana Higher Education Telecommunication System.www.ihets.org/distance_ed/fdpapers/1997/garrels.htm l). Distant learning instructorswere said to be most effective in terms of producing strong levels ofstudent achievement when they allocated from 3 to 5 hours of preparationfor each hour of distance instruction. In addition, Willis (1999) provides several suggestions for improvingboth interaction and feedback during distance learning which are said tomaximize student learning by helping the instructor better communicate andunderstand student needs and desires in the learning context.Recommendations in this area include: integrating a variety of deliverysystems for interaction and feedback (e.g., one-on-one conference calls,fax, electronic mail, video, and computer conferencing, if possible,arranging personal visits; making detailed comments on written assignmentsand referring to additional sources for supplementary information;returning assignments without delay, using fax or electronic mail, ifpractical; arranging telephone office hours using a toll-free number;requiring students to interact with one another via the delivery system;formulating and using pre-class questions and advance organizers toencourage critical thinking and informed participation in the course;having students keep a journal of their thoughts and ideas regarding coursecontent and submitting these to the instructor on a regular basis; andusing pre-stamped and addressed postcards and out-of-class phoneconferences for feedback regarding course content, relevancy, pace,delivery problems, and instructional concerns. 3. Washington,DC: ERIC Clearinghouse on Teaching and Teacher Education. (1995). Of all the technologies available to the adult learner for distancelearning, Kerka (1996) states that it is microcomputers, the internet andthe World Wide Web that are truly shaping the field of distance learningwith future educational efforts standing at the brink of virtual realityand artificial intelligence modes. In this regard, Parrott (1995)reports that the interactive capability of many of these networks hasproduced a distance classroom that is nearly identical to a regularclassroom in the sense that teachers and adult learners can interactthrough both two-way video and one-way video with two-way audio systems. The review then examines the literature suggestingways in which distance learning can be improved. (ERICDocument Reproduction Service NO. Pierre, P. In addition, for some adult learners, social isolation canbe a drawback, and the lack of nonverbal cues can hinder theircommunication. But today's innovations in technology havegreatly increased both the quality and quantity of distance learning aswell as radically changing its nature. Methods For Improving Adult Distance Learning An set of excellent recommendations for improving distance learningfor both adults and younger students was formulated by Willis (1999). (1999). Garrels, M. Students now start to lookat the assumptions and arguments inherent in the points the instructor ismaking and less at discrete facts. Support - Garrels (1997) found that faculty support as well asinterest were critical to the success of adult distance learning programs. Technology, open learning and distanceeducation. In Thelma Barer-Stein and James A. There is an over-focus onwhat the teacher wants and an aggressive search for clues, an over-dependence on memorizing information and procedures for tests, lack ofreflectivity on concepts and constructs and generally an external emphasisthat focuses solely on assignments and exams without connecting theknowledge being learned to everyday reality. Mielke (1999)examined a good deal of research on effectiveness in adult distanceeducation, discussing those factors that make for the most effectivedistance teachers and the most effective adult distance education students. It was notedthat any organization involved with distance learning must make sure thatall faculty is well trained in video use, computer use, or other forms ofinstructional technology used. The next section of the review looks at the general effectiveness ofadult distance learning focusing on those factors that have been found inthe existing knowledge base to maximize the effectiveness of distancelearning for adults. (ERICReproduction Service No. However, regardless of their reasons for continuing education inadulthood, adults often have a number of options available to them in termsof how and where they will learn. & Kearsley, G. These weresaid to be: 1. It is further notedthat distance education works best for those adult learners who are moremature, motivated, well-organized, and already accomplished learners. Adult distance learning: Challenges forcontemporary practice. They arealso more motivated, mature and well-organized. Dynamic relationships: Five critical elements forteaching at a distance. Further, it is noted that reliance on learnerinitiative can be a drawback for those who prefer or need more structure.In addition, the success of the learner is said to be dependent upon his orher technical skills in computer operation and Internet navigation as wellas the student's ability to cope with technical difficulties. (1993). These factorsinclude personal characteristics of the student such as persistence and theability to self-direct as well as familiarity with the technologicaldelivery system. The provided profile is followed bya review of the various technologies that are used in distance learningalong with an examination of their strengths and weaknesses. Moreover, McLean (1996) has notedthat the linking of computer technology through the Internet or through theuse of a CD-ROM with television transmissions can now link instructors andprofessors to teachers of adult education and their students in a distancesetting. To this end,adult education and distance learning are both defined. However, it must alsobe concluded that these differing systems have both advantages anddisadvantages and an organization, institution, or agency offering distanceeducation to the adult learner should be familiar with these strengths andweaknesses if they wish to be effective. Distance learning in physical educationteacher education. (1995). Toronto, Ontario: Culture Concepts. 6. Educationaluses of the Internet are burgeoning. The development of Desktop Video Conferencing (DVC) which bringsinteractive video capability to the desktop computer, further enhancesadult students' learning opportunities. The most common forms of distancelearning using these modes are said to be: (1) electronic mail (delivery of course materials, sending in assignments, getting/giving feedback, using a course listserv, i.e., electronic discussion group); (2) bulletin boards and/or newsgroups for discussion of special topics; (3) downloading of course materials or tutorials; (4) interactive tutorials on the Web; (5) real-time, interactive conferencing using MOO (Multiuser Object Oriented) systems or Internet Relay Chat; (6) "intranets," consisting of corporate websites protected from outside access that distribute training for employees; and (7) "informatics," consisting of the use of online databases, library catalogs, and gopher and websites to acquire information and pursue research related to study. IWISE states thatadults have a variety of reasons for continuing their education. It was noted that whatever thelevel of technology or technological mode of instruction, the effectivedistance educator was committed to the encouragement and facilitation ofongoing communication with students. Willis, B. Butprecisely what makes for this level of effectiveness? In addition, access to theInternet is still a problem for some rural areas and people withdisabilities. In terms of more current research, an extensive examination of theliterature conducted by St. Instructor enthusiasm - For those distance learners who can seetheir instructor, the characteristic of teacher enthusiasm was mostassociated with high levels of student success. Commitment - Another factor found to be important to effectiveadult distance learning was a strong commitment on the part of theinstructor to interacting with students. Thus, it is recommended here that anyresearch examining distance education effectiveness for adults wouldprobably be well advised to consider a longitudinal or time series design.Despite the foregoing, it can be concluded here that if the foregoingfactors are in place, then there is a strong likelihood that adult distanceeducation will be as effective or even more effective than othereducational programs for adult learners. Other factors affectingeffectiveness include: instructor enthusiasm, faculty support, wellorganized and planned course offerings, commitment on the part of theinstructor and student, and familiarity with the technology. Thefinal section of the reviewed literature delineated current recommendationsfor ways to improve distance education in the areas of enhancing both theplanning and the organization of distance education courses for adultlearners, enhancing efforts to determine and better meet student needs,strengthening the levels of interaction and feedback via the technologicaldelivery system, and improving instructors' distance teaching skills.Conclusions Based on the review of literature provided here, several conclusionscan be formulated. In another review of those factors research has shown to beassociated with maximally effective adult distance learning, Garrels (1997)found that several elements were critical for optimal success. ED 39 874 Mielke, D. Another way in which adult distance learning can be improved,according to Willis (1999) is for it to undertake new and innovative waysto better meet student needs. Thefirst recommendations offered consisted of methods and procedures forimproving the planning and organization of courses and classes offered viadistance learning methods. Moreover, as noted by Moore and Kearsley (1996), aninherent element of this ability to be at a location different than one'sinstructor is technology, which is why these authors include thetechnological as a definitional component. Thestudent who commonly participates in distance education also lacks theimmediate support of a teacher who is present and able to motivate and, ifnecessary, give attention to actual needs and difficulties that crop upduring study. Effectiveness of Adult Distance Learning Via Technology How effective is distance learning for the adult learner? McLean (1996) also points out that another interactive technologyused in adult distance learning is computer conferencing which usesasynchronous communication in such forms as an e-mail list group, anInternet discussion group, or other types of conferencing software.Asynchronous methods of communication are said to be especially appealingto the adult learner who has difficulty scheduling specific time- and place-bound course work. Definitions of distanceeducation. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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