Ed Tech in Adult Online Learning: Facilitating Andragogical Program Development, Learner Interactions, and Student Research
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| Title: | Ed Tech in Adult Online Learning: Facilitating Andragogical Program Development, Learner Interactions, and Student Research |
|---|---|
| Language: | English |
| Authors: | Catherine A. Cherrstrom (ORCID |
| Source: | International Journal of Adult Education and Technology. 2024 15(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Adult Learning, Electronic Learning, Program Development, Interaction, Student Research, Public Colleges, Hispanic American Students, Minority Serving Institutions, Nontraditional Students, Technology Uses in Education |
| DOI: | 10.4018/IJAET.355707 |
| ISSN: | 2643-7996 2643-8003 |
| Abstract: | Educational technology facilitates convenient access to online programs for adult students but also presents challenges. Using a conceptual framework of Knowles' andragogy process of program development and learner interaction theory, this study examined ed tech in an online degree program designed to serve adult students. Participants included adult educators and students from an online degree program at a large, public, Hispanic-Serving Institution in the Southwest region of the United States. Using qualitative methods, data collection comprised observations and documents, and data analysis used Creswell and Creswell's five-step process. Findings illuminate three major online facilitations: Ed tech facilitates an andragogical process of development for programs, traditional and new learner interactions, and the research process of adult students. The findings offer implications to develop the theory, practice, and policy of ed tech in online learning for adult students and educators. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454787 |
| Database: | ERIC |
| Abstract: | Educational technology facilitates convenient access to online programs for adult students but also presents challenges. Using a conceptual framework of Knowles' andragogy process of program development and learner interaction theory, this study examined ed tech in an online degree program designed to serve adult students. Participants included adult educators and students from an online degree program at a large, public, Hispanic-Serving Institution in the Southwest region of the United States. Using qualitative methods, data collection comprised observations and documents, and data analysis used Creswell and Creswell's five-step process. Findings illuminate three major online facilitations: Ed tech facilitates an andragogical process of development for programs, traditional and new learner interactions, and the research process of adult students. The findings offer implications to develop the theory, practice, and policy of ed tech in online learning for adult students and educators. |
|---|---|
| ISSN: | 2643-7996 2643-8003 |
| DOI: | 10.4018/IJAET.355707 |
