Supporting adult-learners’ online interaction in computer-mediated learningOSF
Previous studies have revealed numerous benefits of computer-mediated learning, yet the design of such learning programmes are not always supportive for adult-learners. Studies show that higher education adult-learners are wary of the digital environment in computer-mediated courses, and hence refra...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Computers in Human Behavior Reports |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2451958824001842 |
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| _version_ | 1846117841855578112 |
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| author | Nanda van der Stap Theo van den Bogaart Ebrahim Rahimi Stan van Ginkel Tobey Nelson Johan Versendaal |
| author_facet | Nanda van der Stap Theo van den Bogaart Ebrahim Rahimi Stan van Ginkel Tobey Nelson Johan Versendaal |
| author_sort | Nanda van der Stap |
| collection | DOAJ |
| description | Previous studies have revealed numerous benefits of computer-mediated learning, yet the design of such learning programmes are not always supportive for adult-learners. Studies show that higher education adult-learners are wary of the digital environment in computer-mediated courses, and hence refrain from online interaction resulting in lower learning outcomes and lower perceived learning satisfaction. Without an instructional model that supports adult-learners’ online interaction, teachers may fall back on traditional in-class teaching in an effort to make up for missed learning opportunities. To remedy this, design principles, specifically supportive for adult-learners, were co-designed into an instructional model reflecting the concentric dynamics that strengthen said programmes. In order to validate and improve the quality of the model a Delphi study was carried out among experts (n = 8) to evaluate the various components of the model, including its overall supportiveness for adult-learners in computer-mediated learning. The experts were selected based on their expertise and research in blended learning. Two evaluative rounds through surveys in the programme Crowdtech took place until full alignment of the experts’ opinions was had. The resulting model is a concentric one, illustrating how activities are best distributed across the online environment and the in-class environment, and how social presence can be evoked. This study provides insights into the design of computer-mediated learning programmes tailored for higher education adult-learners as it closes the gap in literature on instructional models and blended learning design. This validated instructional model may help course designers in designing or improving computer-mediated learning programmes. |
| format | Article |
| id | doaj-art-d2587d7d908e426fbd8438b9e8b872f3 |
| institution | Kabale University |
| issn | 2451-9588 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior Reports |
| spelling | doaj-art-d2587d7d908e426fbd8438b9e8b872f32024-12-18T08:50:19ZengElsevierComputers in Human Behavior Reports2451-95882024-12-0116100551Supporting adult-learners’ online interaction in computer-mediated learningOSFNanda van der Stap0Theo van den Bogaart1Ebrahim Rahimi2Stan van Ginkel3Tobey Nelson4Johan Versendaal5Digital Ethics, HU University of Applied Sciences, Padualaan 97, 3584 CH, Utrecht, the Netherlands; Corresponding author. Padualaan 97, 3584 CH, Utrecht, the Netherlands.Digital Ethics, HU University of Applied Sciences, Padualaan 97, 3584 CH, Utrecht, the NetherlandsOpen University, PO Box 2960 DL, Heerlen, the NetherlandsDigital Ethics, HU University of Applied Sciences, Padualaan 97, 3584 CH, Utrecht, the NetherlandsInstitute of Archimedes, HU University of Applied Sciences, Padualaan 97, 3584 CH, Utrecht, the NetherlandsOpen University, PO Box 2960 DL, Heerlen, the NetherlandsPrevious studies have revealed numerous benefits of computer-mediated learning, yet the design of such learning programmes are not always supportive for adult-learners. Studies show that higher education adult-learners are wary of the digital environment in computer-mediated courses, and hence refrain from online interaction resulting in lower learning outcomes and lower perceived learning satisfaction. Without an instructional model that supports adult-learners’ online interaction, teachers may fall back on traditional in-class teaching in an effort to make up for missed learning opportunities. To remedy this, design principles, specifically supportive for adult-learners, were co-designed into an instructional model reflecting the concentric dynamics that strengthen said programmes. In order to validate and improve the quality of the model a Delphi study was carried out among experts (n = 8) to evaluate the various components of the model, including its overall supportiveness for adult-learners in computer-mediated learning. The experts were selected based on their expertise and research in blended learning. Two evaluative rounds through surveys in the programme Crowdtech took place until full alignment of the experts’ opinions was had. The resulting model is a concentric one, illustrating how activities are best distributed across the online environment and the in-class environment, and how social presence can be evoked. This study provides insights into the design of computer-mediated learning programmes tailored for higher education adult-learners as it closes the gap in literature on instructional models and blended learning design. This validated instructional model may help course designers in designing or improving computer-mediated learning programmes.http://www.sciencedirect.com/science/article/pii/S2451958824001842Adult-learnersComputer-mediated learningDigital environmentBlended learningInstructional modelOnline interaction |
| spellingShingle | Nanda van der Stap Theo van den Bogaart Ebrahim Rahimi Stan van Ginkel Tobey Nelson Johan Versendaal Supporting adult-learners’ online interaction in computer-mediated learningOSF Computers in Human Behavior Reports Adult-learners Computer-mediated learning Digital environment Blended learning Instructional model Online interaction |
| title | Supporting adult-learners’ online interaction in computer-mediated learningOSF |
| title_full | Supporting adult-learners’ online interaction in computer-mediated learningOSF |
| title_fullStr | Supporting adult-learners’ online interaction in computer-mediated learningOSF |
| title_full_unstemmed | Supporting adult-learners’ online interaction in computer-mediated learningOSF |
| title_short | Supporting adult-learners’ online interaction in computer-mediated learningOSF |
| title_sort | supporting adult learners online interaction in computer mediated learningosf |
| topic | Adult-learners Computer-mediated learning Digital environment Blended learning Instructional model Online interaction |
| url | http://www.sciencedirect.com/science/article/pii/S2451958824001842 |
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