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Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program

Tanner, Lori Kristine
http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114

Abstract Details

2007, Doctor of Philosophy, Miami University, Educational Leadership.
This research attempted to discover the theory that provides insight into analyzing and identifying critical barriers for two cohorts of adult students participating in an online alternative teacher education program. The findings of the study are in the form of grounded theory that describes and explains the experiences of the adult students, the faculty, and the staff participating in the online blended distance-education program. At the outset of this study, the first cohort of adult learners were completing their final coursework and preparing to pass the state teacher licensing Praxis examination while the second cohort was being selected. Participants included the adult students, the faculty, and the researcher who was also the curriculum and technology coordinator for the online licensing program. This study was conducted as a descriptive case study of the barriers and difficulties faced by nontraditional adult students seeking an alternative route to special education licensing in an online blended learning format. This study suggested how educational technology could be better integrated into an online format for alternative teacher education programs. Data collected in the form of interviews, email correspondences, observations, evaluative surveys, and documents from participants in both the first and second cohort groups contributed to the development of the grounded theory. Briefly stated, the data upon which the grounded theory was based suggests that these nontraditional adult students must have clear paths of communication available especially when social inclusion is limited by the online format; learning new pedagogy is secondary until a level of technology competency has been reached; the adult students will commit to learning when the goals and objectives are applicable and practical to their personal and professional needs; these nontraditional adult students have competing priorities and struggle with balancing family responsibilities, job obligations, and commitment to the program and this is only exasperated by the state, university, and program assessment demands required for full licensing.
Nelda Cambron-McCabe (Advisor)
185 p.
Education, Adult and Continuing
online learning; distance-education; teacher education; special education; alternative route to licensing; andragogy; adult learning theory; grounded theory; case study

Recommended Citations

Citations

  • Tanner, L. K. (2007). Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114

    APA Style (7th edition)

  • Tanner, Lori. Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program. 2007. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114.

    MLA Style (8th edition)

  • Tanner, Lori. "Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program." Doctoral dissertation, Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114

    Chicago Manual of Style (17th edition)

miami1176232114
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© 2007, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.