Analysis of Adult Students’ Self-Directed Learning Readiness, Affective Learning Outcomes, Prior E-learning Experience, and Age in Hybrid and Online Courses
Gleb Nikitenko, University of San Francisco, United States
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study compared the two main Web-based delivery formats-- hybrid and online-- for differences in Self-Directed-Learning-Readiness (SDLR) and affective learning outcomes, as well as differences and relationships associated with prior e-learning experience and age. Results from comparing the relationships between SDLR and affective learning outcomes revealed similar weak-to-moderate correlations within both hybrid and online groups and highlighted no statistically significant differences between hybrid and online courses in terms of the SDLR and affective learning outcomes relationships. No statistically significant relationships also were found between age, prior e-learning experience, and the SDLR factors. The results confirmed importance of SDLR and related programming for gauging, predicting, and facilitating adult student performance in and course satisfaction with the Web-enhanced learning settings.
Nikitenko, G. (2011). Analysis of Adult Students’ Self-Directed Learning Readiness, Affective Learning Outcomes, Prior E-learning Experience, and Age in Hybrid and Online Courses. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2503-2513). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Adults in the age of Distance Education: a few observations for an effective use of e-learning in non-typical situations
Vassilios Dagdilelis, University of Macedonia, Greece
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 598–603
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