Impact of Technology on Adult Learning

What impact can technology have on adult learning?

Dr. David Thornburg (Laureate Education, Inc., 2011) posits that the explosion of technology has not so much influenced how people learn, but has facilitated the learning process. Technology has also changed the learning environment by focusing on the learner rather than the teacher. Passive students sitting in classrooms listening to lectures is no longer a viable method for learning. Today's students, including adult learners, seek faculty who actively engage students in the learning process by doing, by interacting with each other, and by using various technological strategies including Web 2.0 and 3.0 tools. Social networking has a great impact on learning since students are comfortable with this method of communication. Other tools such as wikis and blogs allow learners to create new knowledge through collaboration.  Mobile devices have increased the ability for adult learners to learn anytime, anywhere. The continuing evolution of technological resources and devices has supported the explosion of online learning and changed the way adult learners interact with course content.

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

Conrad and Donaldson (2011), along with other authors strongly suggest that technology should not be used for technology sake. Incorporating technological tools should support the achievement of learning goals and educational outcomes (Boettcher & Conrad, 2010; Conrad & Donaldson, 2011).  In addition, faculty should consider the diversity of the class, and determine if students are digital natives or digital immigrants. Older adult learners may not be as comfortable using various technological tools, therefore faculty should consider using common tools that are user-friendly. Faculty should also provide written instructions and/or video instructions for those students unfamiliar with the chosen technological tool. Finally, faculty must consider students with disabilities when choosing technologies for online learning (Cooper, Colwell & Jelfs, 2007)

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

According to Cooper, Colwell and Jelfs (2007) the effectiveness of pedagogical strategies is influenced by accessibility and usability of technologies, especially for students with disabilities. Under American Disability Act (ADA) Title II, colleges and universities are considered places of public accommodation.  All programs, services and activities must be accessible to students with disabilities, and accommodations provided in a timely manner. Therefore, faculty must design online courses to accommodate learners with disabilities. Universal Design is a method of designing online environments so they are usable by everyone, to the greatest extent possible (CAST, 2011). 

Additionally, adult learners have multiple life responsibilities that compete for their time and may interfere with learning. Faculty must consider time on task when creating assessments that require the use of technology tools. Faculty should choose tools that are easily accessible to students, and are user-friendly with a small learning curve. Adult learners, or learners with disabilities who must spend an excessive amount of time learning new technology will quickly become overwhelmed, which reduces the likelihood that learning will occur. 

What technologies are most appealing to you for teaching online? Explain.

Adobe Presenter is a technology that allows the instructor to record mini-lectures for students and inserts checkpoints for learners to assess their understanding of material. Presentations can be viewed by students repeatedly using their computer or mobile device. Students like the ability to listen to the information as often as needed, and enjoy the flexibility of anytime, anywhere learning. Boettcher and Conrad (2010) claim that audio and video lectures create a media-rich learning environment. Another favorite technology is the use of YouTube videos. When explaining a complex subject, You Tube videos offer a visual format to help students learn. I also use YouTube videos to help students understand the impact disease has on a person's life. There are many well-done videos of people describing or demonstrating how they function at home or in the real world with a chronic disorder or some type of medical device. As the saying goes, "a picture is worth a thousand words." 

Reference:

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

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and

resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability:

Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.

Laureate Education, Inc. (Executive Producer). (2011). The impact of technology on learning. Baltimore, MD: Author