Donavant, B. W. (2009). The New, Modern Practice of Adult Education Online Instruction in a Continuing Professional Education Setting. Adult Education Quarterly, 227-245.
In this article the author explores the shift of adult education in professional environments. The focus of the study was to compare professional adult learning efficacy using traditional classroom training and online education. The study did find that no significant difference in learning between OE and traditional setting existed in this study, but that OE success could depend on the persons formal educational level. Those with higher education levels had a greater potential to success in the online education. Furthermore the study also found that while there was not a great shift in learning potential, online learning does provide a greater availability of classes and greater access.
While the study did not find that OE caused a greater level of learning, the study is significant because it does show that the same amount of learning can be obtained with an OE as with traditional methods. This coupled with the discovery that participants- while still preferring traditional methods- did concede that OE allows greater access to classes. The study also found that the preference of traditional methods was rooted solely in what the participants were comfortable with and not necessarily in the effectiveness of one method over the other.
Donavant, Brian W. “The New, Modern Practice of Adult Education Online Instruction in a Continuing Professional Education Setting.” Adult Education Quarterly (2009): 227-245.
I found this study of particular interest because my research is focused on adult learning, and more specifically adult learning in a professional environment. I also appreciated the addition of the study showing online education versus traditional method, I employ both techniques in my current job. I have found that traditional face to face seems to be of more preference, but this study did shed light that preference doesn’t mean a higher level of learning.
Diep, N., Cocquyt, C., Zhu, C., & Vanwing, T. (2016). Predicting adult learners’ online participation: Effects of altruism, performance expectancy, and social capital. Computers & Education, 84-101.
Korr, J., Barker-Darwin, E., Greene , K., & Sokoloff, W. (2012). Transitioning an Adult-Serving University to a Blended Learning Model. The Journal of Continuing Higher Education, 2-11.
Merriam, S. B. (1987). Adult Learning and Theory Building: A Review. Adult Education Quarterly, 187-198.
Sims, R. (2015). Revisiting Beyond Instructional Design . Journal of Learning Design , 29-41.