Responding to adult learner student needs in the COVID-19 pandemic: Modifying online graduate courses in education to seize teachable moments

This chapter focuses on how faculty teaching online graduate courses needed to modify teaching practices and make adjustments and accommodations in response to student needs during the COVID-19 pandemic. Although the online platform did not need to change, student stressors significantly increased. This was particularly true in the Educational Leadership Department at New Jersey City University (NJCU), located in the most diverse city in the United States and in the epicenter of the pandemic. Most students were impacted directly by the pandemic with many becoming ill and losing loved ones. As a graduate program focusing on developing leadership skills, our student body is comprised of working professionals in the field of education. In addition to having to manage personal stressors, students who are educators and administrators in the K-12 and community college setting also had to shift teaching, learning, and supportive services from face-to-face to remote environments in a matter of days or weeks. Examples of how we gained an understanding of our student needs and responded to these needs are provided. © Springer Nature Switzerland AG 2021. All rights reserved.

Integrating the technology acceptance model on online learning effectiveness of emerging adult learners in Guangzhou, China

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic. © 2023 Conscientia Beam. All Rights Reserved.

The Value of Providing Online Students with Dedicated Affective Support, Particularly during Times of Crisis

In addition to academic support, the provision of dedicated affective support during a student's online learning journey has a significant impact on their emotional wellbeing and ability to remain engaged with their studies. This kind of support is even more essential during times of crisis, such as the COVID-19 pandemic, during which students may feel isolated, vulnerable, and overwhelmed by the events taking place around them. This study reports on the value of such support provided by a dedicated affective support mechanism. Within a case study design, 34 participants were purposefully selected to collect data by using focus groups and individual online interviews. The Community of Inquiry framework guided the study. The findings revealed that although students' dependence on emotional support varied, they recognised that feeling the social presence of a dedicated person who was able to support them emotionally played a key role in their sense of connection to their online learning communities. Recommendations include the consideration of institutions offering online and distance education to plan for a dedicated third party focusing on the facilitation of a stronger sense of emotional connectedness and wellbeing.

Technology and the Higher Education Sector's Response to the Covid-19 Pandemic: The Experiences of Adult Learners in the University of Ghana

The coronavirus pandemic has brought to light the unpreparedness of many African Higher Education Institutions to migrate online. This study aimed at examining how the University of Ghana employed in the response to the Covid-19 Pandemic. Drawing from The Technology Acceptance Theory and the Technological Pedagogical Content Knowledge Framework, the study employed the mixed-methods approach (quantitative with sample size of 120 respondents and qualitative with sample size of 10). The study focused on final year students at the University of Ghana who were called back to campus to finish final examinations between 15th of June and 15th of July 2020 in the heat of the Covid-19 pandemic in Ghana. Results showed that, specific technologies and forms of social media, such as Zoom, Sakai LMS, WhatsApp, Facebook, Twitter and resources from the UG online were identified particularly, as helpful. The radio universe on campus was mentioned as being instrumental and was seen as suitable form of communication to students and faculty on campus before and after the lockdowns. In terms of challenges, students mentioned difficulties with downloads of study contents, connectivity, feedback provision, interactivity, effective engagement and being overwhelmed with lots of contents in a very short period, which resulted in anxiety, dissatisfaction and poor performance in some of the courses. © 2023 by Nova Science Publishers, Inc. All rights reserved.

Teaching Adults: Learning Languages in the Pandemic Span

All over the world the COVID-19 pandemic has led to the urgent transfer to distance education or blended learning in various educational establishments. As a result of such consequences of the governments' requirements to prevent the virus spreading those of isolation, social distancing and quarantine, both students and academicians unexpectedly and instantly were forced to switch to distance education within days. Based on the changes, the present study is to analyze the challenges adult learners face and to offer ways to meet them, as well as to devise and develop measures providing language promotion sustainability in the pandemic. These measures are referred to in the present study as a cushion grid could serve as an imperative of the pandemic span style (a teaching style which is seen by the authors as an umbrella term for methods and approaches used for distant teaching during the COVID-19 pandemic) in teaching adult learners. The study is based on analysing the variables producing e-learning satisfaction among the adult learners of the UNICO Language Centre of Siberian Federal University. The Centre was established on the TEMPUS (Trans-European Mobility Programme for University Studies) programme which encourages higher education institutions in the EU Member States and partner countries to engage in structured cooperation to implement Joint European Projects (JEPs) with a clear set of objectives. On completion of the project activities the UNICO (University-Career-Opportunities) Centre was transformed into a sustainable educational establishment where the adult learners could take a non-formal course of studies. The study group included 92 learners of the UNICO Language Centre of Siberian Federal University. The results demonstrated two learning imperatives: those of the social and the linguistic one. © 2022, Springer Nature Switzerland AG.

Using Teacher Presence in Online Higher Education to Foster Global Citizenship among Adult Learners

Higher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept;however, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners. © 2023, Athens Institute for Education and Research. All rights reserved.

Andragogical principles in a gamification concept: how does it work for adult learners in an online class?

Purpose: A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle. Design/methodology/approach: The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed. Findings: The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks. Originality/value: For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification. © 2022, Emerald Publishing Limited.

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

—Assessment of speaking skills differs from other language skills. The methods of conducting speaking skills are included in the English Assessment Module developed by the researchers from the National University of Malaysia (UKM). The module is designed to cater postgraduates (adult learners) through Online Distance Learning (ODL) program. ODL has become essential in education setting for adult learners as they could manage their learning whilst juggling their career and personal commitments. The covid-19 pandemic has become the starting point for postgraduates to conduct the course remotely according to their preferences of learning. The revolution of education allows adult learners to pursue their Masters. The module includes various types of English language assessments in the context of speaking English as a Second Language (ESL). Hence, eight adult learners were interviewed to give their perceptions towards this newly designed module. This qualitative research method employed a set of semi-structured interview questions and open-ended questions via Google Meet. The findings showed that English Assessment Module;Speaking Assessment is well equipped with comprehensive information and guidelines on how the speaking assessments should be conducted in ESL context. Generally, the findings indicate that the English Assessment Module;Speaking Assessment is suitable for ODL postgraduates (adult learners). This paper also includes the participants' suggestions to further improve the module. The findings could benefit the online distance course designers in designing better module for adult learners and enable the learners to learn effectively at their own convenience. © 2023 ACADEMY PUBLICATION.

The Role of Prior Online Learning Experience on Student Community of Inquiry, Engagement, and Satisfaction Scores

The increase in online education creates a need to explore how learning outcomes, student satisfaction, and student perceptions about online courses are affected by prior online learning experiences. This study examined the role of prior online learning experience on students' perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. The archival data of online learners at a large midwestern university (a total n=878), including survey responses related to Community of Inquiry (CoI), engagement, and satisfaction, were utilized to conduct statistical analyses to determine whether student responses differed by the number of online courses taken previously. We found that only social presence scores (CoI sub-scale) and emotional engagement scores (engagement sub-scale) differed by the number of the online courses taken. However, the effect size was small. We concluded that student satisfaction, engagement, and perceptions of cognitive and teaching presence are not related to prior online course experiences. Implications are discussed.

Andragogical principles in a gamification concept: how does it work for adult learners in an online class?

PurposeA lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.Design/methodology/approachThe study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.FindingsThe findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.Originality/valueFor its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners' Challenges in a Jamaican Higher Education Context

The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants' reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study;experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners;and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.

We were all learning and doing our best: Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability

The COVID-19 pandemic impacted education provision worldwide. In Australia, the government took a proactive stance to reduce the impact of the pandemic, temporarily banning higher education students from attending university campuses. With a lockdown in place, educational institutions required a rapid shift in approaches to teaching and learning by both educators and students. Educators throughout Australia were asked to work from home and quickly transition their face-to-face (synchronous) classes into bichronous, fully online offerings. This paper reports on the experiences of 25 educators in an enabling course in a regional Australian university who were required to make this shift. These educators not only had to navigate this complex time personally, but they also had to work in their professional role with the additional responsibility of ensuring a particularly vulnerable cohort of non-traditional students felt a sense of belonging within this new educational space. Results showed that while the educators encountered a number of challenges in their transition, they also found ways to promote student belonging in the new teaching and learning environment. With a Pedagogy of Care being central to the educators’ practice, they developed strategies to create a sense of emotional engagement among students to help them feel genuinely cared for. Additionally, they were able to construct a ‘we mentality’ discourse to establish a sense of shared understanding with students around the situation they were in. This study shows that enabling educators are capable of responding creatively to a complex and unpredictable environment, finding ways to replicate their proven pedagogies of care in unfamiliar contexts and thus foster a crucial sense of belonging among enabling students. The implications of a discussion about ‘care’ and ‘belonging’ within the field of enabling education are critical at the intra-pandemic and post-pandemic times, when traditional teaching methodologies are in flux. © 2022, University of Wollongong. All rights reserved.

Using podcasts to cultivate learner–teacher rapport in higher education settings

Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, who increasingly facilitate learning within synchronous/ asynchronous online environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes held by students (n = 11) and by practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student was subjected to content analysis. Findings underscored the value of podcasts as digital learning resources to help nurture teacher–student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher–student rapport. [ FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

X’s and Y’s in the Midst of the Pandemic: Generational Identity, Mental Well-being and Life Satisfaction among Filipino Adult Learners

The 2019 novel Coronavirus disease (COVID-19) has increased the mental health challenges and decreased the quality of life among students and the general adult population. However, adult learners and non-traditional students who are currently at their quarter and midlife during the pandemic, remain underrepresented in well-being research. Moreover, the unique sociocultural and historical contexts specific to generational cohorts may have an impact on the way they experience and cope with the challenges brought about by the pandemic. This study sought to determine the relationships among generational identity, mental well-being and life satisfaction among Millennial and Generation X Filipino adult learners. A total of 543 adult learners participated in this online cross-sectional study. Findings suggest that young millennials reported lower levels of mental well-being and life satisfaction compared to old millennials and Gen Xers. Moreover, mental well-being was found to be a predictor of life satisfaction among Filipino adult learners, regardless of their generational identity. Schools must implement initiatives to monitor and address mental health issues among adult learners, contextualized to quarter and midlife contexts. © 2022 The Author(s).

Ensuring adult and non-traditional learners' success with technology, design, and structure

Adult and non-traditional students represent an increasing share of the student population in institutions of higher education. Adults are typically considered to be aged 25 and over, while non-traditional students are defined as meeting one or more of the following criteria: part-time enrollment, financial independence, employed full time, supporting dependents, and/or high school completion other than a standard diploma (National Center for Education Statistics, 1996). These learners represent a significant proportion of the student body at many institutions. As of the fall semester of 2017, at four-year institutions learners aged 25 and over represented 10 percent of enrollments at public institutions, 13 percent of enrollments at private nonprofit institutions, and 67 percent of enrollments at private for-profit institutions (National Center for Education Statistics, 2020). Similarly, at two-year colleges adults aged 25 and over represented 21 percent of public institution enrollments, 57 percent of private nonprofit enrollments, and 55 percent of private for-profit enrollments (National Center for Education Statistics, 2020). Even more striking is the representation of adults aged 25 and over enrolled part time in higher education institutions. They represent 42 percent of part-time enrollments at public four-year institutions, 62 percent of part-time enrollments at private nonprofit four-year institutions, and 81 percent of part-time enrollment at private for-profit institutions (National Center for Education Statistics, 2020). Adult aged 25 and over represent 39 percent of part-time enrollments at public two-year institutions, 62 percent of part-time enrollments at private nonprofit institutions, and 66 percent of part-time enrollments at private for-profit institutions. Ensuring Adult and Non-Traditional Learners' Success With Technology, Design, and Structure is divided into 15 chapters. Chapters 1-4 focus on the characteristics and needs of adult and non-traditional learners and the theory of andragogy, setting a foundation for the book. Chapters 5-9 address best practices for engaging adult and non-traditional learners in the educational process and facilitating their learning through effective instruction and technology. Chapters 10-12 provide guidance for student services and academic community-building that support adult and non-traditional learners during their educational programs. The book concludes with three chapters addressing best practices for curriculum and credential design for adult and non-traditional learners. Threaded throughout are concepts of online and distance education and implications of the COVID-19 pandemic in 2020. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Online learning for the adult learners using andragogy

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Successful community college adult learner persistence during the COVID pandemic

Understanding what helped adult learners stay motivated to overcome their obstacles and complete their technical programs is important if Ohio wants to meet its goal of 65% of their workforce possessing an industry-recognized credential or degree. This qualitative study asks six recent adult learner graduates to reflect on their experiences in earning their degrees and how they were able to overcome obstacles. The two research questions were: (1) How do adult learners at a community college perceive their own motivation and self-efficacy to overcome the barriers they faced earning their degrees? and (2) How do institutional resources and programs help students overcome obstacles to the completion of their degrees? The theoretical framework used for this study was self-determination theory. In-depth interviews revealed that all participants demonstrated autonomous behavior. Results further showed the need to support students with additional financial resources and both pedagogical and modality changes in academic programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Residence to Online: Collaboration During the Pandemic

When COVID-19 arrived with vengeance, face-to-face colleges were naturally scrambling to brainstorm and problem-solve how to best deliver the curriculum in a physically safe manner to complete the semester. At Air University, the intellectual and leadership development center of the Air Force, eSchool of Graduate Professional Military Education (eSchool) is an online graduate college, which offers Squadron Officer School (SOS), Air Command and Staff College (ACSC), Air War College (AWC), and Online Master’s Program (OLMP). SOS, ACSC, and AWC all have residence colleges too. At the fully in-residence graduate college, Air Command and Staff College, adult learners, who are airmen, geographically move to attend the college. The instruction has always been fully face-to-face, so they did not have online curriculum nor are their professors trained in how to effectively teach online. In order to best meet the students’ needs for in-residence ACSC, eSchool was asked to help. This is when brainstorming sessions started as to how to pivot instruction during the pandemic, followed with sharing of resources, expertise, and faculty training. As a result, ACSC in-residence students received the second half of their semester courseware online, which followed significantly more best practices than if a collaboration of the online and residence colleges had not occurred. Perhaps there was a silver lining that may bring about additional educational options in the future.

A Trauma-Informed Inquiry of COVID-19's Initial Impact on Students in Adult Education Programs in the United States

The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming inperson instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the "digital divide," be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss;(b) distractions, adjustments, and balance;and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students' needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified.

The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study "anytime, anyplace," this also demands more selfregulation and engagement, a cause for student dropout. This case study explores professors' experiences of flexibility in e-learning design and continuous assessment and their perception of the risks and opportunities that more flexibility implies for student persistence and dropout. In-depth interviews with 18 full professors, who are the e-learning designers of undergraduate courses at the Open University of Catalonia (UOC), were analyzed, employing qualitative content analysis. According to the professors, the main causes for dropout are student-centered, yet they are connected to learning design: workload and time availability, as well as students' expectations, profiles, and time management skills. In the professors' view, flexibility has both positive and negative effects. Some are conducive to engagement and persistence: improvement of personalized feedback, formative assessment, and module workload. Others generate resistance: more flexibility may increase workload, procrastination, dropout, and risk of losing professorial control, and may threaten educational standards and quality. Untangling the tensions between dropout and flexibility may enhance learning design and educational practices that help prevent student dropout. Stakeholders should focus on measures perceived as positive, such as assessment extension, personalized feedback and monitoring, and course workload calibration. As higher education is globally turning to online delivery due to the COVID-19 viral pandemic, such findings may be useful in both hybrid and fully online educational contexts.