EL7004+Learner+Assumptions


 * ** EL7004-8 ** ||  ||
 * ** The Online Learner ** || ** 3 Learner Assumptions ** ||
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=Learner Assumptions= Oracle provides hardware, software, service, and educational products worldwide. I am an instructor for Oracle America and provide technical training and other services for my customers. In a training role, I teach in physical classrooms, either at an Oracle center, or at a customer’s location, and I also teach online. At Oracle the expectation is that the content and hands-on lab activities for traditional and online courses will be the same.* Oracle’s online offering is called Live Virtual Classes (LVC). Students and instructor* are able to communicate synchronously using a conference call (phone) connection, while the content is projected in real-time to individual work stations by using the WebEx technology management environment. WebEx also provides synchronous two-way chat, polls, question and answers, and video interaction of instructor and students through webcam. Each class participant has access to a lab environment to practice the skills taught in the class through a remote connection, and the WebEx environment can project participant’s lab screens for demonstration or troubleshooting purposes. Professional development courses offered by Oracle are taught to adult functional and technical students who are usually sent by commercial or governmental customers. These students have generally been chosen for training because they are either new hires or have changed positions and require a practical knowledge of how to create and implement a specific technology to perform their job functions. As the vast majority of students in Oracle courses have a bachelor’s degree the level of content is on par with undergraduate coursework.

Detailed Assumptions Regarding e-Learning
The specifics of my organizations training practice allows assumptions regarding the type of students that will be enrolled in LVC. The primary assumptions are that the learner will be an adult, financially independent, and fully employed, or “non-traditional” ( Kenner & Weinerman, 2011; Martinez-Caro, 2011; McGone, 2011 ). Students are generally not the customer and may have different expectations for training than does the customer. Customer requests and feedback indicate that training will use the quickest, most efficient instruction methods for transferring skills and knowledge from the classroom to the workplace.* Another primary assumption is that learners expect professional development and skills-based training to enhance their performance at work and are to some extent motivated in this regard ( Antonis, Daradoumis, Papadakis, & Simos, 2011; Donavant, 2009 ).

Self Directed and Independent Learners
According to Andragogy, non-traditional learners are independent and self-directed ( Abela, 2009; Martinez-Caro, 2011; McGlone, 2011 ). They oppose learning information that is not pertinent to their situations, and accept responsibility for their own learning ( Fidishun, 2011; Kenner & Weinermann, 2011; Mintor, 2011 ). Non-traditional students need to balance professional development and their personal lives, which often involve families and community responsibilities ( Blanchard, Hinchey, & Bennett, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). They may have learned poor habits from their previous schooling and need to be encouraged to accept responsibility for their own learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Oracle has addressed the issue of independence and self-direction by creating a large number of courses on technologies that are in great demand. This allows customers to choose the course or courses that would be most beneficial to their employees, so that they can direct their own learning. In courses, various levels of assistance are provided, or scaffolding, to challenge students depending on their expertise and provide support as needed.*

Extensive and Deep Life Experience
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Knowles (1984) posited that adult learners have extensive experience that serves as the basis of their self identify. Abela (2009) diminished this statement assuming that adults have some experience. Students want to have their experience acknowledged and valued in the classroom ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Kenner & Weinermann, 2011; McGone, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), while instructors “relate students’ experiences to the concepts being learned” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008, p. 144 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In relating new concepts with the learners past experiences future implications can be explored and identified. Oracle classes provide a myriad of opportunities for students to share their knowledge, experience, and best practices with the technology with the class, as it is expected that each comes from a different environment and has experience to offer.

Driven to Learn
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Andragogy assumes that adult learners are driven to learn, and are ready to do so ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Mintor, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Most adult learners are in class voluntarily and are there to grow and develop their knowledge and skills ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Kenner & Weinermann, 2011; Martinez-Caro, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Adult learners are assumed to be interested in learning that directly and immediately serves them in their work or at home ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009; Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Adult students desire flexibility to fit their learning into their everyday life ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Future applications are less important than immediate application of knowledge and the more relevant, the more motivated the student becomes ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Oracle students may sometimes attend class at the behest of their company or organization, and may not have chosen on their own to attend. This involuntary attendance is not the norm, and many students share their hopes for using the material in the class in their daily work life, or their desires to use the new skills to improve their position in their company.*

Intrinsically Motivated
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adult students are usually after a specific goal, and Knowles (1984) believed that they are primarily internally motivated to accomplish that goal ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">see also Abela, 2009; Kenner & Weinermann, 2011; McGlone, 2011, Mintor, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Intrinsic motivations include better quality of life, enhanced self-esteem, and increased job satisfaction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Andragogy assumes adult learners are intrinsically motivated, but fails to identify the varying levels of motivation, or mention extrinsic motivation in adults ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Oracle classes provide technical skills to advance the knowledge and experience of the student in a specific technology. Many students are highly motivated to gain these skills, but others need the encouragement and assistance of the instructor to facilitate motivation to learn.*

Desire an Active Role in Learning
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A characteristic of adults learners not addressed directly by andragogy is a need for a safe learning environment and respect between learners and between the instructor and the learner ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009; Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Interactivity is essential for deep learning to occur ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Martinez-Caro, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and adult learners “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">desire an instructor who is student-centered and who places them in an active rather than a passive learner role <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Mintor, 2011, p. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Oracle instructors encourage their students to engage in classroom discussions, share personal experiences regarding technology, and supplies hands-on activities in their courses so that learners have direct experience with the skills and knowledge they are learning.*

Reflection Engenders Deep Learning
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">One of the most important differences between pedagogy (non-adult learners) and andragogy (adult learners) is the ability and need for adults to reflect on what they learn and contextualize it in terms of previous experience ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Reflection has been shown to increase adult motivation to learn ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Khauchaudani, 2001 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Student motivation has been strongly connected to successful outcomes in learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Omar, Kalulu, & Belmasrour, 2011; Park & Choi, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Andragogy does not address all ways that an adult learns, including reflection, but presented a tremendous foundation for conceptualizing the difference between child and adult learners ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Oracle includes quizzes and reflection questions in the student guides of all courses, but it is up to the instructor whether they are covered during class time.

What can Oracle Do?
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A universal theory regarding adult learning does not exist, nor does one adult learning theory pertain to all learning environments. The characteristics of adult learners, while not wholly ubiquitous are remarkably similar, and can provide a framework through which teaching strategies can be formulated for online adults ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In many ways Oracle is contemporary in the design and building of their courses; ensuring that students complete classes with the requisite skills and knowledge they came to get, while ensuring the customer receives knowledgeable and competent employees from the classes as well.* <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Based on current literature in educational pedagogy there are some things that Oracle could improve upon in course design. Since adults desire to be actively engaged in the learning process, students should be encouraged to identify additional resources to solve course, and work objectives ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Guilbaud & Jerome-D’Emilia, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). There can be more interaction between learners, and emphasis on problem solving in courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Hoic-Bozic, 2009; Kiliç-Cakmak, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Instructors must be trained in the art of facilitation to encourage students through proper questioning techniques, and drawing on learner experience to empower a richer, more dynamic learning environment ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ali & Ahmad, 2011; Ruey, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By encouraging dialog and interaction between the learner and the instructor and other learners additional resources are developed, and students need to collaborate are met.* =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion = <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learners who come to Oracle for training are similar to non-traditional students anywhere. Though the length of instruction is different, and the successful completion of a course does not produce a letter grade, adult learners are comparable to non-traditional students at higher education institutions. Because of this similarity, the learner can be expected to be older (above the age of 25), financially independent, fully employed, and motivated to increase their technical skills to benefit them in their work environments. Every student does not match this profile, but the vast majority does. This means the majority of Oracle students are: (a) self-directed and independent, (b) experienced with life, (c) wanting to improve knowledge and skills, (d) internally motivated, (e) expecting to participate in learning, and (f) needing to tie new knowledge into their existing experiences. This knowledge provides the opportunity to develop and design courses that effectively meet the goals of Oracle customers, and expectations of Oracle students, while allowing the creation of strategies to maximize the learning that takes place.*

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB1] Good expectation <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB2] <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Plural [Plural wasn't what I meant.] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB3] Feedback has been shown to be one of the most significant activities a teacher can engage in to improve student achievement (Hattie, 1992) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB4] Use two spaces between sentences. The 6th ed. of the APA Manual (p. 88) requires two spaces after punctuation marks at the end of a sentence (check for this throughout paper). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB5] Interesting <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB6] Yes – I have noticed this as well <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB7] Learning must be connected to the student to be meaningful (see Engaging the Online Learner by Conrad & Donaldson). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB8] Good explanation <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB9] According to Montana State University (see Teaching Strategies) collaboration requires active participation between the student and others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [DrB10] Here is a resource that may assist you in your studies. Converge Online Magazine (convergemag.com) covers the entire learning technology environment with must-read columns, tips for grant writing, reports on the latest trends and initiatives under way.

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 * = References ||
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