Individuals' perceptions of online environments: What adult learners are telling us

Abstract

This paper reports upon the results of ongoing research into student responses to their online learning habitat at a Western Australian university. The university in question has been at the forefront of innovation for flexible, online delivery of its Training and Development Program since the late 1990s. A number of reviews and evaluations of the program have taken place since then, with changes being made in direct line with academic research. This has pointed to ways of improving the quality of delivery and therefore student learning. This investigation focuses upon students’ reactions to their online learning environment and utilises student questionnaire data which concentrates upon factors relating to communication apprehension and competence, the experience of perceived loneliness, locus of control, collaboration by students regarding the learning experience, institutional support and the students’ sense of self efficacy. The results indicated that students’ personal perceptions of the importance of peer interaction and group work were surprisingly lower than anticipated. It appeared that the majority of students preferred to work alone and were less likely to initiate contact with fellow students as they believed their learning styles were not collaborative. Communication apprehension and competence were highly influential on their overall expectations of educational success in the unit studied. The students’ sense of control over the learning materials and environment led to an increase in their belief regarding a timely and successful completion of the unit of study and their perceived ability to interact effectively with others. Background This paper focuses on describing and understanding the responses of a small case of students (n = 40) towards an adult learning program which is delivered fully online from a Western Australian University. The research took place in the later part of 2006 and the case study sample comprised forty students who were engaged in the completion of units in the Training and Development Program. Typically the program attracts professionals who work in a number of settings including the health system, mining, the public service, Colleges of Technical and Further Education and private training providers. Typically students are attracted to the program due to the flexibility of delivery. Many of these work in isolated regions both in Australia and overseas and the online format allows students to work at their own pace. One of the major aims of the Training and Development Program is to enhance teaching and learning skills through practical and reflective application in the workplace. The program offers students the opportunity to complete both undergraduate and postgraduate courses which are aimed at professional educators and trainers in the field. The sample were all considered adult learners in that they were in full time employment in their own context during the study and most were typically also involved with various family and community pursuits at the time of the research. The average age of students in the cohort was 38 years and the majority (73%) were involved in parenting and partnership responsibilities alongside pursuing promotional opportunities in their respective workplaces. The Training and Development Program has been offered to students completely online since the late 1990s. It is designed to enhance teaching and learning in a variety of contexts as well as skill development in related fields such as curriculum development, professional practice, communication and reflective practice. The program was developed to complement Brennan’s (2000) concept of utilising computers as tools to support the teaching and learning process. The initial decision to implement an online approach was influenced firstly, by the financial implications of continuing to offer face-to face teaching. Secondly, the online refinement and development of both programs adheres to what Craig (2002); Goddard (1996), and Ruberg, Taylor and Moore (1996) suggest should influence teaching and learning online which includes the need to cater for students who actively avoid face-to-face communication and use online options to a greater extent. The majority of students are attracted to the current method of delivery and as adult learners the online nature of the program allows many of them to work at their own pace in between further ongoing commitments.