group 1

GROUP 1: ONLINE EDUCATION 1

Figure 1. Graduation, Adapted from “Photo Dictionary,” 2012, Graduation Cap. Retrieved March 18, 2012 from http://photo-dictionary.com/phrase/416/graduation-cap.html#b


Figure 3. Working Mom. Adapted from “That’s About it,” April 28, 2011, Working Mom’s Greatest Enemy. Retrieved March 28, 2012 from http://apalulu.blogspot.ca/2011/04/working-moms-greatest-enemy.html

The experience of online learning in relation to adult

learning principles.


Figure 2. Online Ed. Adapted from “OLX,” 2012, Online training on TERA DATA from hyd. Retrieved March 18, 2012 from http://bluemont.olx.com/online-training-on-tera-data-from-hyd-iid-45576120

Emilena Clamut is Nurse Practitioner, working full time. She resides in Toronto with her husband and two young children. She commutes an hour to Hamilton for work Monday through Friday on the go-bus. Emilena is feeling the pressure and stress of long shifts, daily commutes and an abundance of work at home. She wishes she could spend more valuable time with her family.

Emilena’s solution to being closer to her family and having more time to spend with them is to further her education so that she can teach other aspiring Nurse Practitioners at the university closer to home. She has decided to take part-time online courses, hoping to obtain a certificate for ‘Adult Education’. Emilena has a multitude of issues to overcome, including her first time experience with online education. How will she get ‘superpower’ abilities to manage everything?

Monique Ringer is the instructor for the online ‘Adult Education’ program. She resides in Vancouver, BC, and too has a busy personal and professional life. She has been teaching distance education online for several years and has the experience and knowledge required to help Emilena and other adult learners cope with their challenges.


Figure 1. Wonder Woman. Adapted from “Wonder Woman Costume,” by C. Keane, 2010, Costume Designer and Cosplay Model. Retreieved March 16, 2012 from http://www.candy-lee.com/Wonder-Woman.html

Monique asked each of the adult leaners enrolled in the online Adult Education Program to create a student profile prior to beginning the course.

Student Profile requirements: Facts about yourself within your personal

comfort zone Experience with teaching and/or training adults,

if applicable Previous exposure to online learning and

distance education Hopes and fears you have with regards to this

online learning journey


Facts

Teaching Experience

Online education experience

Hope and fears

Married, two young children, full-time Nurse Practitioner, commutes to work

No teaching experience No online education

experience Hopes to spend more time

with her family by working closer to home as an instructor for Nurse Practitioners

Fears of failure due to lack of experience and stress from a busy professional and personal life


Adult learners are self directed

Adult learners possess years of experience

Adult learners possess internal and external motivation

Adult learners relate learning to their own experiences

Adult learners bring life experience and depth of knowledge to courses they choose to take.

Adult learners learn based on their age and stages in life.

Course material should incorporate projects and discussions that all course participants can contribute to. (Knowles in Moyer&Wittman-Price, 2008)


Vocational learning is defined as any experience or activity that improves our knowledge or skills within a specific job or role. In Emilena’s case, it would directly relate to becoming an instructor for other aspiring Nurse Practitioner’s through online distance education while maintaining her current role as a Nurse Practitioner. This will allow Emilena to balance and plan for the course workload along with her other tasks.

Vocational Learning: Provides the students with the course hours and expectationsProvides the course objectives and activities, which prevents surprises for the learners Provides the student with the expectations of the course and the format for evaluation(s) (Durham, 2010)


Emilena is a ‘goal oriented’ learner. She would like to complete a certificate in ‘Adult Education’ for the purpose of fulfilling her ideal career and lifestyle.

Monique’s Strategy:Provide the course objectives at the beginning of the program Provide marking grid(s) for assignments and course work (Moyer & Wittman-Price, 2008)

These ‘stepping stones’ will keep Emilena driven while working towards becoming a Nurse Practitioner’s instructor.


Adult learners often return to education once they have identified a need to enhance their learning and skills. Even though they have developed experience and skills over time, this may help or hinder their learning process. It should be recognised and respected, but not keep them from being open minded or capable or change. (Ross,2006)

Emilena is an experienced Nurse Practitioner who possesses the principles of an adult learner on a daily basis. She brings with her experience and knowledge in her profession.


Monique’s Strategy:

Monique will acknowledge and express appreciation for Emilena’s life experience which she brings to the online course. Based on Maslow’s theory of human needs, the need for recognition, respect and acknowledgment is key.

Group work. This will allow Emilena and other group members to use their experience to help their peer learners. This also creates a confidence boost. (Sadri & Clarke Bowen, 2011)


How can Emilena accomplish her goals?

Keep your goal as the focus of direction for your accomplishment

Carter, Bishop, Kravits, Moniz-Lecce, 2008)

According to Knowles, a self-directed learner consists of 6 major steps:

(Merriam, Caffarella, Baumgartner, 2001)

Monique recognizes that Emilena will have several obstacles to overcome during this online course. Monique strives to help her students succeed and will therefore coach Emilena through these challenges. Emilena’s obvious issues are as follows:

1) Developing online learning strategies and skills

2) Balancing her professional, personal and

academic life

3) Communicating with instructor(s) and online peer

learners

4) Becoming a self-motivated adult learnerGROUP 1: ONLINE EDUCATION 14

Dealing with the various learning styles and being flexible

Establishing realistic goals and coping with stress

Evaluating the active verbs in the course learning

outcome to ensure understanding and format for

evaluation

Creating a positive learning environment for peer support

and group work

Identifying academic weaknesses and asking for help

Avoiding perfectionism, procrastination and becoming

overwhelmed


Emilena needs support because she is new to online education.

Monique’s Strategy: Create a ‘collaborative learning environment’ where Emilena and other students can meet online. For example, message boards. The adult learners can introduce themselves, post questions and discuss relevant topics. This allows and encourages adult learners to assist their peers in the learning process.

Activities and assignments can be introduced to encourage all students to participate regardless of their ability, experience and/or challenges that they may face. GROUP 1: ONLINE EDUCATION 16

Monique can encourage mentoring! This method provides an excellent opportunity for adult learners, like Emilena, returning to formal education to receive support and timely responses to issues they may encounter.

Monique will play the role of a liaison by facilitating and ensuring the adult learners have a ‘group forum’ to communicate. The main objective is to allow students to communicate without jumping in and allowing their thoughts to be heard.

Monique will also incorporate group chat rooms. This will allow instant communication between students when answers are needed in a timely manner.


Emilena is new to online distance education. She is trying to balance her personal, professional and academic life.

Emelina must adjust her analytical, creative and practical thinking skills for successful intelligence. She will need to focus on her strengths and enhance her weaker skills to become successful in this online program. Successful intelligence requires that she separate, evaluate and select ideas and information as she thinks through problematic solutions.

Emilena needs to avoid becoming overwhelmed by not focusing on perfectionism. This will keep her environment positive. She must realize and plan for obstacles throughout her learning process. This is a challenges for her to conquer.


Monique’s Strategy:Encourage Emilena to ask for help and assure her she has a personal support system online

Encourage small group formation online for support. This will help her to address her weakness through encouragement and reassurance.

Advise Emilena of the importance of good communication during online education.

Ask Emilena to provide her learning style and concerns she is having. This will allow Monique to better understand her learning needs.

Advise Emilena to be flexible and open minded to mesh her learning style with the instructors style of course delivery. (Carter, Bishop, Kravits, Moniz-Lecce Keys to Success p. 74) GROUP 1: ONLINE EDUCATION 19

How can the student effectively manage their time?

Make a to do list, be realistic, provide yourself with “YOUR TIME”


How the student can cope with stress?

Know when to say “NO”, reward yourself, ask for help, don’t get overwhelmed


Distance education involves:

1) student/instructor interactions

2) student/student interactions

Online communication includes: chat rooms, email, discussion boards, forums, bulletins and wiki.

Types of online communication environments:

1) Synchronous: To be online at the same time as your peers and interact with them “real time”. This allows communication to feel casual, interactive, lively, and may help with instant clarity.

2) Asynchronous: Does not requiring group members to be online at the same time. This is often used during online distance education due to conflict of schedules among group members. Asynchronous communication allows the learner to browse, read, and respond at their own pace. Responding in a timely manner shows respect to the instructor and peer adult learners. GROUP 1: ONLINE EDUCATION 22

Monique must provide Emilena with information and tips on how to communicate online most effectively.

Monique’s Strategy: Guidelines:

Use short sentences and paragraphs to avoid run-on sentences and confusion.

Review and correct your own work to ensure you are getting your point across without confusion. After posting a message or response, wait a few minutes and then re-read your post before submission.

Use spell check and grammar features.Don't assume that your tone, joking or sarcastic

will be properly interpreted. During group chat or email, use emotions where appropriate to assure you will be properly understood. (Orientation, 2005)


Based on Emilena’s culture, socioeconomic status, race, gender and religion she may face challenges with the various diversities in this online course.

Monique’s Strategy:Communication with class should be held at a grade 5-6 reading level to accommodate individuals with different cognitive abilitiesClearly communicate class expectation and course outlines as students may have a language barrier Monitor comprehension level of each student through postings with respect and tolerance to learning speed Utilize email or forums to check comprehension and avoid discrimination for those with special needs, learning disabilities and language barriers (Bastable, 2008)


Every adult learner has their specific cultural background and belief system.

Monique’s StrategyTo be aware that culture influences one’s interpretation and responses to learning.Each individual has the right to be respected regardless of their background and cultureThe educator needs to develop rules and responsibilities which the students are held accountableThe educator needs to be sensitive to interaction with a culturally diverse community, enforce professor specifics during the course Web based communication might make it difficult to assess for cultural nuances (Bastable, 2008)


It has been established that online learning is new to Emilena. Therefore, she will be challenged with staying focused and motivated. When she was studying to become a Nurse she had in-class structure and was able to ask questions and receive answers personally from the other course participants and the instructor.

Emilena might feel nervous and slightly apprehensive because she will not have the weekly in-person interaction she became accustomed to during her previous learning experiences.

Therefore, in order to be self-motivated Monique could encourage the following:GROUP 1: ONLINE EDUCATION 26

Remember the purpose for enrollment when it becomes challenging to strive forward

Be realistic that she may not get ‘perfect’ marks but to learn from her mistakes and accept constructive criticism. This leads to self-improvement.

Don’t quit or give up especially when it becomes challenging to find time for course/group work

Remove self-limiting thinking and think positive!

Become involved in providing assistance and feedback to someone else in the course.(Example: Receiving a ‘Thank You’ could lead to a feeling of contribution towards someone else’s success and personal encouragement to continue on)

GROUP 1: ONLINE EDUCATION

In Summary:


Every adult learner has their own issues and challenges to overcome during completion of online distance education courses. Each instructor must take various considerations into account while guiding their students through the learning process. The adult learning principles and learning theories are helpful tools that an instructor can utilize to assist their students.

After reviewing Emilena’s online student profile, Monique discovered some challenges that Emilena may require assistance overcoming. Monique determined these challenges and provided Emilena with some helpful information which will increase the likelihood of Emilena’s success.

This helps to create a comfortable and safe environment for Emilena, as well as assist with assurance and motivation she may need to stay focused and driven. By establishing comfort and communication with the instructor and other adult learners, Emilena will feel safe to take risks and explore her learning capabilities and talents. Forming a support system with the online peers allows Emilena to feel she is part of a team and will therefore strive for success. Being an adult learner has some challenges which is why the adult learning principles and characteristics have been defined to Emilena. Incorporating and relating to the infamous learning theories helps define the learning curve for Emilena as well as her support system.

http://www.become-a-nurse-now.com/changing-careers-from-teacher-to-nurse.html

Emilena has achieved more than her initial goal of becoming an instructor to peer nurse practitioners. She has surprised herself with how much she is capable of achieving. Not only did she become comfortable with online education, but she mastered her online communication and skills. Emilena found a great balance in her personal , professional and student life. Emilena exuberates the confidence and knowledge required to help student nurses and other nurse practitioners looking to also instruct. After completion of her ‘Adult Education’ certificate, Emilena now walks ten minutes to work ,four days a week, and is happy to be spending more time at home with her family and friends. She uses her spare time to exercise instead of commuting and feels better than ever! Emilena is well respected and admired for her perseverance by her family, friends, coworkers and peers.


http://www.gcep.org/GCEPHome.htm

How To Be Motivated Without A Motivator. Retrieved March 26, 2012, from http://www.routes-to-self-improvement.com/Motivation2.htm

10 Terrific Self Motivating Tips. Retrieved March 26, 2012, from http://topachievement.com/mikemoore.html

R.I.T. Adult Learning. (2012). Retrieved March 26, 2012 from …..http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm

Durham, J. (2010). Explore Adult Learning. Retrieved March 26, 2012 from http://www.exploreadultlearning.co.uk/what-vocational-learning.html

Distance Education. (2005). Retrieved March 22, 2012 from http://distance.tamu.edu/current/orientation/orientation-online-communication-tips.html

Illinois Online Network. Retrieved March 11, 2012, from

www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

Carter, C; Bishop, J; Kravits, S; Moniz-Lecce, S. (2007) Values, goals, time and stress: ……managing yourself. Keys to success, Ch. 2, p. 28- 48


Bastable, S (2008). Nurse Educator. Principles of teaching and learning got Nursing practice.3rd ……ed. Jones and Bartlett Publishers, Toronto

Moyer, B. & Wittman-Price, R. (2008). Nursing Education. Foundations for practice excellence. ……FA Davis Company, Philadelphia

Russel, S.(2006)An Overview of Adult Learning Processes: Adult-Learning Principles. Society of ……Urological Nurses and Associates retrieved from http://www.medscape.com/viewarticle/547417_2

Sadri, G.& Clarke-Bowen ,R.(2011). Meeting Employee Requirement. Industrial Engineer, ……October, 44- 48

group 1

Education

online education experience

online adult education

online training

online education5

online education2

online education8

experiences adult learners

online adulteducation