This week, I will discuss the impact of technology on adult learning.

What impact can technology have on adult learning?

The inclusion of technology in the online learning experience greatly enhances collaboration and interactivity within the learning community (Laureate Education, Inc., 2012).  A technology may facilitate the achieving of specific course goals and help expedite particular instructional tasks that might not otherwise be accomplished.  The use of technology may offer the best or most realistic way to explain a certain phenomenon.  Technology may also provide a way for students to practice or drill skills at their own level and pace.  Helping students become familiar with technology prepares them for the workforce by helping them acquire the technology literacy skills needed for the job.  In addition, technology can help teachers’ and learners’ productivity by making communication and the keeping of records more efficient.  Technology also affords students with unique conveniences for collaboration, exchanging files and resources, discussion boards, and editing projects online (Nilson, 2010).  “Still, the old rule holds true:  instructors should choose a technology for sound pedagogical reasons (Albright & Graf, 1992; Knapper, 1982), not just because they think their students think it’s cool…After all, computers are only a tool…and only one of many tools for effective instruction” (p. 256).

What should online instructors consider before incorporating technology into the online learning environment?

Before incorporating technology into the online learning environment, educators should “think about the characteristics of these tools, how students use the tools, and what you are hoping to achieve” (Boettcher & Conrad, 2010, p. 111).  Boettcher and Conrad (2010) also suggested additional factors to consider when choosing technology.  First, think about how the tool will help build the learning community.  Will it advance the creation of an environment where ideas can be shared, knowledge can be created, and the exchange of communication encouraged?  Second, will the technology promote faculty efficiency?  Third, ask if the tool will encourage peer-to peer interaction.  Fourth, look at the pedagogical purposes and uses for which these technology tools are being used.

What implications do usability and accessibility of technologies have on adult learning?

According to Karat (1997; as cited in Cooper, Colwell, & Jelfs, 2007, p. 232) “usability is the extent to which a system can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use.”  Therefore, usability in the online context includes effectiveness, efficiency, and learner satisfaction and confidence that they can achieve learning goals with a certain technology or learning resource (p. 232).  “Accessibility is thus determined by the flexibility of the e-learning system or learning resource to meet the needs and preferences of all users” (p. 232).  Usability and accessibility are fundamentally linked and directly impact pedagogical effectiveness in the online setting.  Addressing usability and accessibility issues involved with the online learning environment is valuable to the end-user experience and can be accomplished through evaluations.  “Valuable insights can be gained when conducting evaluations with a range of users leading to overall improvements” (p. 243).  It is also imperative that evaluation methodologies “are inclusive and consistent for both disabled people and non-disabled people acting as participants” (p. 243).  Ultimately, usability and learning via technology are not possible for learners without adequate accessibility.

What technologies are most appealing to you for teaching online?

There are three technologies that are most appealing to me for teaching online.  The first is the effective use of email.  I had one professor who emailed her students twice per week.  She advised everyone in the class weekly when grades were posted.  She used email to remind of assignment deadlines and details that should not be overlooked.  She offered encouragement personally and to the class as a whole through her emails.  I was assured that she was definitely present in the online class and cared about the success of her students.  In addition, there was never a question about what was expected by the instructor of her students because she had explained this in multiple ways through her emails.  The second technology that appeals to me is incorporating published video and audio resources into the online setting.  I might ask learners to support their discussion or position in an assignment by finding a reputable audio/video resource.  These resources are available on the internet on almost all topics and are an engaging complement to text resources for students (Boettcher & Conrad, 2010).  The third technology is blogging.  When students blog, they are gaining hands-on experience using a technology tool.  Blogging also supports “new collaborative and constructivist pedagogies that encourage peer-to-peer linking, commenting, and messaging” (p. 107).   

The use of technology in an online learning experience enhances adult learning.  It creates a significant learning experience that students will remember in years to come.  Because technology is present and used in almost every aspect of life, being offered the opportunity to use it in the online setting helps learners build the skills they will need in their careers and personal lives.  Finally, experience in using technology sets the stage for learners to continue their lifelong learning long after the online class has ended.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (2012). Enhancing the online experience. [Video webcast]. Retrieved from http://www.courseurl.com

Nilson, L. B. (2010). Teaching at its best (3rd ed.). San Francisco, CA: Jossey-Bass.