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Abstract

Miller (2017) suggests there is a lack of educator persistence and responsibility to assist the influx of adult learners entering programs in universities and colleges over the last ten years and who are not attaining degrees. Teachers College Columbia University (2013) exhaustive research study shows a 50% greater chance of failure for online student versus face-to-face and recommends the creation of effective online environment and an online presence. Vella (2002) explains that adult learners thrive with stimulation of their cognitive, affective, and psychomotor learning pathways and that adult learner audiences excel with instructor respect, collaboration, and the recognition that these busy learners value their time management. Cui, Lockee, and Meng(2013) espouse that online instructors need to actively engage and impress the students particularly with first impressions and that online instructors’ need sufficient training to properly guide the students. Dong and Poh (2015) posit that present generations thrive in digital environments but the material needs to be targeted to their needs. Aparicio, Biacao, and Oliveira (2016) suggest e-learning is empirically a combination of learning and technology. They explain technology driven videos can promote a quick animated reception, perceptions of sensorial familiarity, and kinesthetic awareness that synergize these elearning constructs.

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