Persistently Simple: Lessons Learned from Research on Adult E-Learning Courses

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Gannon Cook, R. & Crawford, C. (2007). Persistently Simple: Lessons Learned from Research on Adult E-Learning Courses. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2527-2546). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26734.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
ISBN 1-880094-63-0
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Authors

Ruth Gannon Cook, DePaul University School for New Learning, United States; Caroline Crawford, University of Houston Clear Lake, United States

Abstract

Abstract: When a university embarks upon a course to offer classes and programs online, there are challenges that arise for even the most prepared. This study research utilized qualitative action research and student focus groups to assess which factors helped facilitate adult students' participation, retention, and course completion in four online courses. The review of research focused on adult learning theory and student motivation to see which factors might influence students' interest, participation, and retention in online courses. The results of the study pointed out strengths and weaknesses in the online courses that could be assessed to see which factors could be expanded in the future to increase student motivation and retention in online courses. The findings contribute to the body of research on student motivation and are of particular interest because they could provide valuable insights into which factors could reinforce persistence of adult learners in completing online courses and degree programs.

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