Abstract

Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and observable learning performance. The study findings inform that age itself does not predict adult students' learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a "Content"+"Support" course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting students' online learning success.

Citation

Ke, F. & Xie, K. (2009). Toward deep learning for adult students in online courses. Internet and Higher Education, 12(3), 136-145. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/105507/.

Keywords

• adult learning
• Adult Students
• Computer Assisted Instruction
• computer mediated communication
• content analysis
• deep learning
• discussion
• distance education
• Educational Strategies
• electronic learning
• instructional design
• Instructional Effectiveness
• learner engagement
• models
• Online Course Design
• online courses
• online learning
• Predictor Variables
• Program Effectiveness
• student attitudes
• teaching methods