Chapter 2 The Study of Adult Learners in Distance Education

Insights and Implications for Online Learning Research Cultivated during a Scoping Review

In: Handbook of Research in Online Learning
Authors:
Anne Fensie
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Alexis Guethler
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Karen Bellnier
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Meryl Krieger
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Shannon Tucker
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Aubrey Rogowski
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Sara Flowers
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Carla Karen Fortune
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Fan Xu
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Frank Jamison
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Sharon Stidham
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Type:
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Pages:
21–54
DOI:
https://doi.org/10.1163/9789004702813_002

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Abstract

This chapter reflects on a scoping review of how researchers study how adults learn in distance education, including higher education and continuing education. In this chapter, we provide context for the study of this topic, describe the scoping review methodology, and explain how our research team used this methodology. We then chronicle our research process to illustrate the iterative nature of scoping reviews and highlight essential discoveries. Next, we share some preliminary findings on methods used to study adult learning processes in distance education, which are primarily quantitative or unspecified. Finally, we share our recommendations for conducting research in online learning based on what we saw in our analysis of several thousand records. These include capturing key student elements in the abstract, being explicit with definitions, constructs, population, and context, using measures of learning beyond student perceptions, developing and implementing shared measures of learning, and being clear with connections to theory.

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Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

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