EL7006+Traditional+versus+Online+Learning


 * ** EL7006-8 ** ||  ||
 * ** Facilitating Adult Learning Online ** || ** 4 Traditional versus Online Learning ** ||
 * Very nicely done, Stephen. Great description and personal reflection. Well organized, written and supported with peer-reviewed publications. **
 * Continue to look for current and emerging theories specific to elearning to frame your analysis. As this is a doctoral level course, always seek the most conceptual level for your analysis. **
 * I have made a few comments below and on your wiki. **
 * I have made a few comments below and on your wiki. **

=Traditional versus Online Learning= The words traditional and non-traditional regarding education occur in two contexts. In the literature authors speak of traditional learning and non-traditional learning. In most articles the distinctions between these two contexts is not defined or explored, but assume that the reader comprehends their meaning. Most authors of scholarly work regarding non-traditional learners expect that the reader understands who is a traditional learner and who is not. For some authors the distinction between traditional and non-traditional hinges primarily on the age of the student ( Bye, Pushkar, & Conway, 2007; Kenner & Weinerman, 2011 ), if the student is an adult ( Alshare, Freeze, Lane, & Wen, 2011; Antonis, Daradoumis, Papadakis, & Simos, 2011; Baskas, 2011a, 2011b; Gibbons, & Wentworth, 2001; McGlone, 2011 ), or on the students working and family status ( Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2011; Kenner & Weinerman, 2011; Lapsley, Kulik, Moody, & Arbaugh, 2008; Martinez-Caro, 2011; Park & Choi, 2009; Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006 ). Perhaps this lack of definition is a result of the blurring of the lines between what is considered non-traditional. Although the majority of pre-school, elementary, secondary, and post-secondary students still attend a physical classroom with at least one physical teacher leading the learning, more and more students are attending classes online. These students may be participating in blended-learning; a mixture of the physical classroom and the online classroom. Alternately, instructors may bring online material into the physical classroom. On the other hand, students may learn completely online, or through a mixture of distance learning and online learning. Kenner and Weinerman (2011) differentiated the non-traditional student as those older than 25, having “ at least four non-traditional factors: financial independence, full-time employment, dependents, and part-time enrollment ” ( p. 88 ). Bye et al. (2007) defined non-traditional students as older than 27 years and more likely to be “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">less involved in campus activities and more likely to be involved in caring for family <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 142 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Several authors do not define non-traditional but imply that older adults are the ones included ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Alshare et al., 2011; Antonis et al., 2011; Gibbons & Wentworth, 2001; Park & Choi, 2009; Tallent-Runnels et al., 2006 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), while others specify adult learners as the non-traditional population ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Baskas, 2011a, 2011b; McGlone, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Bhuasiri et al. (2012) identified non-traditional learners as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">female[s]. . . with grown children, full-time students that work part-time and part-time students that work full time <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 846 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This later condition supports Lapsley et al.’s (2008) definition of non-traditional students as ones who are working full time, and Martinez-Caro’s (2011) working adults. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Regarding whether I match the profile of a non-traditional student it is requisite for me to introduce myself and a little about my desires and rationale for pursuing a doctor of Education degree in e-Learning. I am currently 53 years old. I work 50-70 hours each week for a large US-based Technological company. Most weeks I travel to various locales to teach, mentor, or work on technical projects. In this regard I fully meet the definitions of a non-traditional student. I am older, I work full-time, and I have dependents and family. The only part of the profile that I do not meet is that I am also enrolled in school full-time, taking 12 to 15 credit hours per semester, as opposed to the usual part-time enrollment of non-traditional students. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The primary affordances to the non-traditional student of online, non-traditional learning is flexibility; learning that can take place anytime, anywhere. This factor was critical to my pursuit of a doctoral degree. Due to constant traveling and long work weeks I felt that I would not be able to accomplish my goal of becoming a doctor. I achieved a Masters degree in a traditional setting a decade and a half ago, before I began to travel extensively. Once I began to travel it seemed that my goal would never be realized. A traditional face-to-face institution of learning is unavailable to me – I needed something much more flexible. I needed a program that could fit into my already “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">busy work, family and personal schedule <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Baskas, 2011a, p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). When a colleague indicated that she was pursuing a degree online early last year my eyes were opened to new possibilities, and I began to explore options. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I began the decision process based on a degree that my employer would contribute toward; this indicated that it would be in the field of technology. Three online schools offered a program that would further my professional goals in terms of technology. I then contacted each school to get additional information regarding the programs, costs, and requirements of attending. The lack of a residency requirement at Northcentral University contributed to a more in-depth look at that school. The program that had everything that I wanted in regards to degree and level of professional development and technical writing was twice as expensive as the Northcentral offering. The third school’s program was much more expensive as well, required a residency each year, and did not offer nearly the level of challenge that I sought; and was eliminated from consideration. My decision at that point came down to expense. My personal experience in business has been that unless a person is at the cutting edge of innovation and genius, the university where he or she receives a degree is much less important than that he or she has one. =<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%;">My choice to pursue a professional degree at Northcentral University is typical of non-traditional students who have made the choice to return to school across the country. The acceptance and expansion of online courses makes it possible for students to attend class from any location, and at a time of their convenience. Coupled with the economic downturn of the past few years, the establishment of online learning as a realistic and quality alternative to traditional schooling has led to a boom in opportunity for students and universities alike ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Alshare et al., 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). I meet the profile of a non-traditional student. I am older. I am returning to school after years of business, sales, and technical experience. I have a family. I work full-time, and see the opportunity of continuing education as a way to open doors of opportunity for promotion and advancement. I find the flexibility granted by online learning a great boon to my ability to attend college, and to meet my personal and professional goals.


 * = References ||
 * * Alshare, K. A., Freeze, R. D., Lane, P. L., & Wen, H. J. (2011). The impacts of system and human factors on online learning systems use and learner satisfaction. //Decision Sciences: Journal of Innovative Education, 9//(3), 437-461. doi:10.1111/j.1540-4609.2011.00321.x
 * Antonis, K., Daradoumis, T., Papadakis, S., & Simos, C. (2011). Evaluation of the effectiveness of a web<span style="font-family: 'Calibri','sans-serif';">‐ based learning design for adult computer science courses. //IEEE Transactions on Education//, //54//(3), 374<span style="font-family: 'Calibri','sans-serif';">‐ 380. doi:10.1109/TE.2010.2060263
 * Baskas, R. S. (2011). Applying adult learning and development theories to educational practice. Retrieved from ERIC Database. (ED519926)
 * Baskas, R. S. (2011, March 27). //Adult learning assumptions//. Retrieved from ERIC Database. (ED517971)
 * Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. //Adult Education Quarterly//, //57//, 141<span style="font-family: 'Cambria','serif';">‐ 158. doi:10.1177/0741713606294235
 * Gibbons, H. S., & Wentworth, G. P. (2001, June). Andrological and pedagogical training differences for online instructors. //Proceedings of the Distributed Learning Association//, Callaway, GA.
 * Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to nontraditional college students. //Journal of College Reading and Learning, 41//(2), 87-96. Retrieved from http://www.crla.net/journal.htm
 * Lapsley, R., Kulik, B., Moody, R., & Arbaugh, J. B. (2008). Is identical really identical? An investigation of equivalency theory and online learning. //Journal of Educators Online, 5(1)//, 1-19. Retrieved from http://www.thejeo.com/
 * Martinez<span style="font-family: 'Cambria','serif';">‐ Caro, E. (2011). Factors affecting effectiveness in e<span style="font-family: 'Cambria','serif';">‐ learning: An analysis in production management courses. //Computer Applications in Engineering Education, 19//(3), 572<span style="font-family: 'Cambria','serif';">‐ 581. doi:10.1002/cae.20337
 * McGlone, J. R. (2011). Adult learning styles and on<span style="font-family: 'Calibri','sans-serif';">‐ line educational preference. //Research in Higher Education Journal, 12//, 1<span style="font-family: 'Calibri','sans-serif';">‐ 9. Retrieved from http://www.aabri.com/rhej.html
 * Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. //Journal of Educational Technology & Society, 12//(4), 207-217. Retrieved from http://www.ifets.info/journals/12_4/18.pdf
 * Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. //Review of Educational Research, 76//(1), 93-135. doi:10.3102/00346543076001093 ||