This review examines literature relating to adult learning and andragogy, new media in online education, and social presence and learning with new media. Discussed here, these topics are closely intertwined with and possibly center on andragogy. While it is true some elementary and secondary school students use online learning because circumstances necessitate its use, it might be assumed the current majority of online students are adults and this review addresses their andragogical needs. As the availability of new technology increases, educators are resolute to determine the most effective ways to integrate these new systems into our delivery of content. Adults are not compelled to fit into a factory model of education and have the freedom to pursue information in whatever way best fits their individual needs, while simultaneously following a course that provides deep understanding and mastery of the subject.
Adult Learning and Andragogy
Most components of online learning have an ancestor that can be traced back to a traditional classroom setting. In the case of instant messaging (Sparks, 2006), the faculty compare it to “passing notes in the back row” as the professors were caught completely unaware that students who were supposed to be fully engaged in an online discussion were multi tasking socially. In traditional classes students form social support groups and are able to check for understanding with each other before they ask the teacher. Students who establish virtual social networks can accomplish the same thing with even less class disruption by the use of instant messages. These tactics are employed because they fill the adult need of not wanting to call attention to yourself if you are off task but trying to get back on task, or if you have a question you believe to be unworthy of class time. Faculty was initially uncomfortable with this idea because as Burge (1988) notes, “Teachers and tutors of those adults also will show wide variations in maturational stages and needs for power and control. Many educators for example are conditioned to work in transmittal authoritative modes; others know no other styles for working with learners, or are psychologically unprepared to give up leadership and control.” This issue would rear its ugly head for any online course that utilized technology that puts more control in the hands of the student created a learner centered environment.
In the case of a teacher who is vested in creating a learner centered environment and becoming more of a facilitator of learning then “the facilitator’s guidelines are grouped into four R’s Responsibility, Relevance, Relatedness and Rewards” (Burge 1988). This acknowledges that responsibility for learning is shared by student and faculty. It has been acknowledged for years that individuals have their own learning styles, and there are several ways to categorize them, but most include some provision for auditory, visual, kinetic, and reading preferences. At least one essay (Bonk, 2006), acknowledges “Learners in online environments, especially those born after the mid-1970s, want learning that is responsive to their preferred styles of learning.” And that learning increasingly makes use of hands on activities or problem based learning, another important component of andragogy. Online learning takes advantage of the variety of electronic tools available and uses the array to accommodate students’ preferences.
New Media in Online Education
What exactly are those online tools and how can they be used? Research has examined a few common tools being utilized in education. First the blog or weblog, is a journal in which the writer posts comments, graphics, and links to other web based information. These journals are interactive when the owner allows other people to post comments and reflections on the writing. In online education blogs are often used to post assignments and comment on other students’ writing. They are used as assessment tools to ascertain if a student understands the material or task at hand. In a study that compared student attitudes toward educational blogs to the tools audio conferencing, the Rotisserie system, and instant messaging, blogs consistently came in least popular tied with Rotisserie although “students admitted that they had been ‘won over’ to the benefits of blogging through the exercise of having to use it and reading the blogs of their peers”. (Weller, 2005). The other advantage to blogs is their flexibility in how and when they can be accessed by students to “provide opportunities for instructor–student as well as student–student real-time and/or time-delayed collaboration.” (Beldarrain 2006) an important consideration for many students in choosing on-line classes. The other component is the degree to which a student feels they are controlling the direction of their learning, another component of andragogy. In an Australian study of the use of blogs in an MBA course they found “The inherent creativity of blogging and the distinctly open environment for topic advancement allowed students to direct their own learning in a manner that transcended the existing curriculum.” (Williams, 2004)
Podcasting is also being explored as new media. Podcasts are audio or video recordings that can be played using a computer, or downloaded to a portable media device. They appeal because of their flexibility and address the needs of auditory learners. “The versatility of podcasting may impact the way distance educators deliver instruction as well as the manner in which students are engaged in learning. New models of teaching may take advantage of RSS technology to deliver up-to-the-minute expert commentaries, for example, or to have students broadcast their analysis of topics studied.” (Beldarrain, 2006) Learners have more choice in the way they can communicate their understanding of the topic. Educators have some misgivings about them and studies have been conducted to verify or contest some of the negative attitudes. In a study that examined several of these ‘myths’ namely, that podcasting promotes social isolation, negatively affects attendance, wastes time through repetition, increases anxiety and information overload, and finally that it requires special platforms the conclusion was that these ideas were inaccurate and podcasting was an engaging and popular tool. The authors concluded that “If educators are looking at the key pedagogical goal, which is to provide learners with the tools they need to succeed, inspire them in the process, and foster a trust-based relationship, the authors will claim that, in this case, podcasting is not a gizmo, but definitely an instrument worthy of utilization to its full potential as an edifying mentor inside and outside of the classroom.” (Luanne and Martin, 2007) The podcast can also be seen as an instrument of choice as students take control over their learning. “The potential applications for podcasting as an instructional strategy embrace the necessary flexibility and challenge that the adult learner seeks. Podcast courses minimize technical support demands and empower students to self-manage many elements of the process.” (Hollandsworth, 2007)
‘New media’ can be considered a relative term. What might be considered new media in a developing country might be considered obsolete or an undesirable means of communication in this one. Wikis, audio conferencing, and instant messaging might be considered readily available here, but in technically developing countries like India, they are just acquiring common use of technology. There, the ubiquitous cell phone is the only form of technology in wide enough use to be utilized in distance learning. The availability of text messaging allows for the delivery of short content, keeping students informed of class progress and assignment. Full online learning is limited to only a privileged few. Fortunately, students can also take advantage of phones that have mp3 capability. This provides flexibility and choice and “for example, that people can learn more effectively if ‘information’ is broken down into smaller, more easy-to-comprehend units. It is suggested here, therefore, that mobile learning is an ideal medium simply because it supports this ‘new way’ of learning by via the use of SMS, pre-recorded MP3 files, and so forth.” (Fozdar, 2007)
Social Presence and Learning with New Media
The greatest perceive disadvantage to online learning is the lack of socialization. Interaction with peers and instructors is important, and distance learning can decrease the amount of social contact, and it is far easier to misinterpret writing because it doesn’t have the visual cues face to face communication does. Also, students can begin to feel isolated and cut-off from the learning processes. Interactive tools like blogging can help alleviate that experience of being inaccessible to others or of them to you. Steven Glogoff’s research indicates that blogging can add a dimension of interaction beyond what is usually experience in the traditional classroom setting. He states, “Finally, the opportunities for each student to post substantive comments to other students' blog entries add an additional tier of interactivity and social interaction. In online courses where communication remains largely text-based, such opportunities to enhance community can make significant contributions to student learning.” (Glogoff, 2005) There is some thought that blogs might create actual virtual communities even after the course has ended, but this remains a topic for further research. In an actual classroom, some students form social bonds that exist and continue outside the confines of the class, and many continue on with their own direction, occasionally meeting again in another required course. One can imagine the obstacles involved with maintaining friendships through a chance meeting would be exacerbated by the limited contact of a virtual course, but maybe not. Maybe the availability of a virtual relationship unconstrained by physical location would promote the ability to continue.
Social interaction might help retention, especially in places where attrition rates are high, but for a motivated student the most important goal is the learning. Socialization can help the learning process and provide a welcoming atmosphere. For some students, the structure of a face to face environment becomes overwhelming. An advantage to online learning is the freedom for the student to take a break and re-energize at will. The question becomes, does face to face instruction and high level of socialization affect the attrition rate? In a Madonna University, School of Business study a class was taught by the same instructor using the same content with similar populations as both an online class and a traditional classroom setting. “The results revealed no significant difference in test scores assignments, participation grades, and final grades, although the online group’s averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face-to-face course. There were no significant differences between learning preferences and styles and grades in either group. The study showed that equivalent learning activities can be equally effective for online and face-to face learners.” (Neuhauser, 2002) and the attrition rate for both groups equaled 86%. This shows that the effectiveness of the delivery is equal as long as you have a teacher who is comfortable with both methods of teaching. Student attitudes must play a significant role in the success or popularity of online classes and the social factor plays a minor role in the reasons why students stay in school.
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education. 27 (2), 139-153.
Bonk, C & Zhang, K. (2006). Introducing the R2D2 Model: Online learning for the diverse learners of this world. Distance Learning, 27 (2), 249-264.
Burge, L. (1988). Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1), 5-23.
Fozdar, B.I., Kumar, L.S. (2007) Mobile learning and student retention. International Review of Research in Open and Distance Learning, 8, http://www.irrodl.org/index.php/irrodl/article/view/345/916 Retrieved October 25, 2007.
Glogoff, S. (2005) Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate 1, 1-6
Hollandsworth, R.J. (2007) Managing the podcast lecture: A hybrid approach for online lectures in the business classroom. TechTrends: Linking Research and Practice to Improve Learning, 5 39-44
Luanne, F., Martin, M., (2007). Plugging into students’ digital DNA: Five myths prohibiting proper podcasting pedagogy in the new classroom domain. MERLOT Journal of Online Learning and Teaching, 3, 277-287
Neuhauswer, C., (2002) Learning style and effectiveness of online and face to face instruction. American Journal of Distance Education, 16 99-113
Sparks, P., Mentz, L. (2006). Electronic note passing: Enriching online learning with new communications tools. Journal of Online Learning and Teaching, 2(4), 1-6.
Weller, M., Pegler, C., Mason, R. (2005). Use of innovative technologies on an e-learning course. The Internet and Higher Education, 8(1), 61-71.
Williams, J., Jacobs, J., (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20, 232-247
