Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective

Autor/in	Ausburn, Lynna J.
Titel	Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective
Quelle	In: Educational Media International, 41 (2004) 4, S.327-337 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Online Courses; Learning Strategies; Instructional Design; Adult Students; Adult Learning; Adult Basic Education; Distance Education; Comparative Analysis; Independent Study; Gender Differences + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Education; Adult education; Distance study; Distance learning; Fernunterricht; Selbststudium; Geschlechterkonflikt
Abstract	This research describes course design elements most valued by adult learners in blended learning environments that combine face-to-face contact with Web-based learning. It identifies the online course features and the instructional design goals selected as most important by a sample of 67 adults and compares the group rankings with those of various sub-groups based on gender, pre-course technology and self-direction skills and experiences, and preferred learning strategies as measured by Assessing the Learning Strategies of Adults (ATLAS). The results of the study support the principles of adult learning, indicating that adults value course designs containing options, personalization, self-direction, variety, and a learning community. Findings also identify some differences in learning emphasis by gender, preferred learning strategies, and previous experience with technology and self-directed learning. Implications of these findings for higher education in serving adult learners are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10