AB+-+DiBiase+&+Kidwai+(2010)

The support of andragogy noted in this article is ironic, since the class is designed according to pedagogical principles of objectives, presentation, structure, and evaluation. The only sense that the research adheres to the theory of andragogy is in its depiction that adult learners are more likely to be intrinsically motivated, bring experiences to the class that can be utilized to expand learning, and are more self-directed. Other possibilities for the results exist. The professional development students were unlikely to have any other classes to distract them, while the undergraduate students were full-time and were likely to have at least three other classes. This could explain the extra time and the satisfaction of the older adult students. ||
 * **Reference: ** || Dibiase, D., & Kidwai, K. (2010). Wasted on the young? Comparing the performance and attitudes of younger and older US adults in an online class on geographic information. //Journal of Geography in Higher Education, 34//(3), 299-326. doi:10.1080/03098265.2010.490906 ||
 * **Author's: ** || Dibiase, D., & Kidwai, K. ||
 * **Title:** || Wasted on the young? Comparing the performance and attitudes of younger and older US adults in an online class on geographic information. ||
 * **Year:** || 2010 ||
 * **Journal: ** || //Journal of Geography in Higher Education // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1080/03098265.2010.490906 ||
 * **Bibliography**: ||  ||
 * In a mixed-methods quasi-experimental study, DiBiase and Kidwai (2010) sought to determine why older adult students perform much better and evince more satisfaction in online classes, despite the greater computer self-efficacy of younger adult students. The authors posited that this is supportive of the theory of andragogy, in that more mature students tend to be more intrinsically motivated, strive for deeper understanding, manage their time better, while also performing better. Students were evaluated in a number of ways in two sections of an online class; one section for undergraduate students and the other for professional development students. All other demographics, except age and reason for enrolling, were determined to be similar to the school’s student body. In all, 279 students participated in the two sections, and were evaluated based on online time each spent on task, voluntary participation in online discussions, assignment, test, and project scores, student satisfaction surveys, and student interviews. DiBiase and Kidwai determined that older adult students spent twice as much time on task, participated better quantitatively and qualitatively in discussions, performed better in their scores, and were much more satisfied with the class as compared to younger adult students. They concluded that older students “are better prepared to leverage their experience and to thrive as independent learners” (p. 321), which is consistent with the principles of andragogy.
 * **Journal: ** || //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Journal of Geography in Higher Education // ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1080/03098265.2010.490906 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a mixed-methods quasi-experimental study, DiBiase and Kidwai (2010) sought to determine why older adult students perform much better and evince more satisfaction in online classes, despite the greater computer self-efficacy of younger adult students. The authors posited that this is supportive of the theory of andragogy, in that more mature students tend to be more intrinsically motivated, strive for deeper understanding, manage their time better, while also performing better. Students were evaluated in a number of ways in two sections of an online class; one section for undergraduate students and the other for professional development students. All other demographics, except age and reason for enrolling, were determined to be similar to the school’s student body. In all, 279 students participated in the two sections, and were evaluated based on online time each spent on task, voluntary participation in online discussions, assignment, test, and project scores, student satisfaction surveys, and student interviews. DiBiase and Kidwai determined that older adult students spent twice as much time on task, participated better quantitatively and qualitatively in discussions, performed better in their scores, and were much more satisfied with the class as compared to younger adult students. They concluded that older students “are better prepared to leverage their experience and to thrive as independent learners” (p. 321), which is consistent with the principles of andragogy.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a mixed-methods quasi-experimental study, DiBiase and Kidwai (2010) sought to determine why older adult students perform much better and evince more satisfaction in online classes, despite the greater computer self-efficacy of younger adult students. The authors posited that this is supportive of the theory of andragogy, in that more mature students tend to be more intrinsically motivated, strive for deeper understanding, manage their time better, while also performing better. Students were evaluated in a number of ways in two sections of an online class; one section for undergraduate students and the other for professional development students. All other demographics, except age and reason for enrolling, were determined to be similar to the school’s student body. In all, 279 students participated in the two sections, and were evaluated based on online time each spent on task, voluntary participation in online discussions, assignment, test, and project scores, student satisfaction surveys, and student interviews. DiBiase and Kidwai determined that older adult students spent twice as much time on task, participated better quantitatively and qualitatively in discussions, performed better in their scores, and were much more satisfied with the class as compared to younger adult students. They concluded that older students “are better prepared to leverage their experience and to thrive as independent learners” (p. 321), which is consistent with the principles of andragogy.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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