Running head: TECHNOLOGICAL CHALLENGES 1

Technological Challenges Faced By Adult Learners in Higher Education

Jennifer H. Stewart

University of West Georgia

TECHNOLOGICAL CHALLENGES 2

Introduction

The purpose of this paper is to explore technological challenges that adult learners

experience in their college-level coursework. Many of todays adult learners have the enthusiasm,

drive and determination to familiarize themselves with technology. There are those however who

experience ambivalence and reluctance at the thought of exploring the idea of becoming proficient

in the use of technology.

The terms technophobia or computerphobia were used to describe this group of

learners dating back to the 1980s. This group has a resistance to talking about computers or even

thinking about computers; fear or anxiety towards computers and hostile or aggressive thoughts

about computers (Jay, 1981). It is safe to say that although these findings are over forty years old,

the issue still remains relevant.

With the possibility of earning a college degree at no cost for Georgia citizens over the age

of 62, colleges and universities are seeing an increase in this population beginning or returning to

school. Adult learners, also referred to as non-traditional students returning to college, are a global

phenomenon. Today more than ever, adult learners are finding it necessary to update their

knowledge for skills improvement, job advancement, and personal growth and understanding

(Lawson, 2005).

Keywords: technology; adult learners; non-traditional students; higher education;

technological challenges
TECHNOLOGICAL CHALLENGES 3

Objectives

Although there is a desire for the adult learner to grasp the use of technology, there is some

anxiety, ambivalence and reluctance present associated with enrolling in courses that are either

hybrid or 100% online. The thought of having to use a computer affects those adult learners in the

age group of 50 and over who are not technology literate, have not been exposed to or have the

experience of modern-day technology, fear and distrust technology.

Adult learners are typically more results driven. They mainly learn in a direct,

straightforward manner and seek to succeed in their endeavors. They are at a point in their lives

where they have higher expectations of themselves. If they lack the technological skills to learn

with todays tools, they may very well struggle to complete assignments. Regarding technology,

it should be understood that some adult learners will most likely not understand or know how to

use technology. Therefore this research seeks to ask the following questions to determine how to

best help this population overcome existing barriers: What effect does technology have on the

adult learners ability to succeed in higher education? What can colleges and universities do to

assist adult learners become familiar with the use of technology? What role do professors and

instructional designers have on the adult learners success in using technology?

Considering that this research seeks to look at the technological challenges that the older

adult, non-traditional learner faces, there is an interest in looking at how these and other challenges

effect this population of learners. It furthermore seeks to determine precisely what challenges non-

traditional, adult learners face and look at ways for this group or population to feel less intimidated

and in time, overcome them. This may be achieved by providing the

TECHNOLOGICAL CHALLENGES 4

population with the necessary tools and knowledge via surveys, interviews, assessments and

support.

Literature Review

Since the adult learners presence is a noticeable addition to face-to-face, hybrid or

completely online classrooms in higher education, it is clear that support is needed for those

learners who require assistance with technology. However, what effect does technology have on

this group of learners ability to succeed in their coursework and studies? The following studies

will attempt to demonstrate and support the hypotheses associated with technology and the adult

learner.

The first step is to understand the adult learner in order to improve their total learning

experience as described in a research article by Pusser, Breneman, Gansneder, Kohl, Levin, Milam

and Turner (2007). There are four objectives cited:

1. There is no typical adult learner. The adult learner as a diverse set of individuals

with distinctive demographics, social locations, aspirations and levels of preparation.

2. A key area of adult learning is poorly understood. A vast world of site-based

and online, short-term, non-credit classes now serves millions of learners.

3. The well-worn path will not work for most adult learners. Many adult students choose

nontraditional paths to postsecondary education because they work, are responsible for

dependents, and can sometimes obtain tuition assistance from an employer if they

enroll in a part-time program.

TECHNOLOGICAL CHALLENGES 5

4. To find the right path, adult learners need a guide. Few factors influence adult

learners success more than student/institutional planning and counseling. Mapping the

students path to postsecondary success is crucial.

There are a number of ways colleges and universities can assist adult learners become

familiar with the use of technology. Institutions of higher learning play a vital role in this process.

This role includes administration, professors and instructional designers. The research article by

Rogers (2000) cites that in order for universities to remain competitive in the new millennium,

they must develop cohesive training programs with an emphasis on learning and provide adequate

technical support that will assist faculty in integrating technology into instruction. Research

conducted by Smith (2012) builds upon the study conducted by Knowles (1970) implying that

technological implications of andragogy influence the adult learners learning climate,

diagnosis of needs, planning process, learning experience and evaluation of learning. This work

primarily creates a vehicle that will meet the needs of the adult learner in an online learning

environment.

The role professors and instructional designers specifically have on the adult learners

success in using technology is paramount. Research conducted by Smith (1997) states that

technology has entered academia as an attractive, even seductive addition to or replacement for

the face-to-face learning experience and and technology is incorporated into course because

administrators expect faculty to create distributed options for the courses. Through

collaboration, both are integral components in creating quality courses, specifically online options.

TECHNOLOGICAL CHALLENGES 6
 Institutions of higher learning understand that they must remain relevant in the field of

technology. In order to do so, they must equip its faculty with professional development

opportunities to assist with incorporating technology into the curriculum. By better preparing

faculty and staff, this allows for better-created courses, which will maximize the learning

experience for the adult learner. Faculty and staff are then able to design online learning

environments that are unique to the learner, as emphasized in a study conducted by Cercone

(2008). She further states that educators must understand that culture and society influence each

individual differently. In other words, learners are unique individuals. What may work for one

individual may not be successful for another.

As the online adult learner becomes more comfortable using technology, it is also key that

designers and professors look to develop and design new and innovative practices. It is just as

imperative that this population of learners remains relevant with the ongoing changes. The research

thus far suggests that there is a correlation between institutions and faculty and staff in contributing

to the success of adult learners comfort level with the use of technology. By becoming involved

and offering pertinent and ongoing support, while building a sense of community, colleges and

universities are the leaders in ensuring their success.

Methods

Since both qualitative and quantitative approaches will be utilized, mixed-methods

research will be conducted. The mixed-methods approach will allow for the opportunity to collect

and analyze both numerical and narrative-based data. It will also aid in determining

TECHNOLOGICAL CHALLENGES 7
precisely what challenges non-traditional, older learners face. Considering that the technological

challenges of adult, non-traditional learner face, survey research and interviews. Given the specific

demographic, this would be most effective in obtaining the sought after results, while being

mindful of and understanding the barriers associated with these approaches. The barriers often

involve honestly, clarity and participation. Therefore, an ethnographic study will also be

implemented. This type of design will allow for consistent observation of the technology-

challenged adults, as they attempt to navigate an online course during their first semester. By doing

so, it will help identify ways to help these individuals overcome some of the barriers that prevent

them from enrolling or excelling in this type of course. Lastly, action research will also be

implemented by integrating the instructors to test the pre-identified, non-traditional students

technology-related knowledge through the use of technology-readiness tool.

Sample

The simple random selection sample group will consist of sixteen non-traditional students,

who range in age from 47 75 and attend the University of West Georgias Newnan Center located

in Newnan, Georgia. The male to female ratio will be equal. The sample group will include retirees,

working adults, and the unemployed from Coweta County, Georgia, which includes the cities of

Newnan, Sharpsburg and Grantville. The group will be represented by the following: one upper

class student; six from upper middle class households and four lower middle class groups, as well

as, five students on pubic assistance or living below the poverty line. The students will be accessed

through the Newnan Centers student information system,

TECHNOLOGICAL CHALLENGES 8

Banner by Ellucian. The only set criteria for study participation is willingness and time

commitment.

Instrumentation

Technology will be incorporated in the process of the study. The mobile group-messaging

tool, GroupMe along with email, will be used to maintain contact with the group participants. Data

collection process will include the creation of a survey, using the online survey development tool,

Survey Monkey. Participants will then be interviewed twice. At the beginning of the study, a face-

to-face session will be conducted. At the end of the study, participants will be interviewed using

the video conferencing software tool, Blackboard Collaborate: Ultra Experience. Lastly, the

technology readiness tool, Smarter Measure will be implemented so that a comparison can be

made regarding the challenges of the control group versus the group who scored low on the

readiness tool. All tools listed were selected because technology must be merged into the study

so that participants may be introduced to them and become more comfortable with their use.

Data Analysis

An exploratory sequential research design was the approach used to identify the effects of

technology usage on adult learners in higher education. A qualitative evaluation through initial

interviews with instructors to assess the theories that should be measured to best understand the

struggles adult learner. Based on the outcome of this evaluation, an instrument could be developed

using rigorous scale development procedures (DeVellis, 1991) that is then tested with a sample.

The data derived from the surveys and interviews will then be compiled and placed in a document

for analysis relative to the questions to determine how to best help this population

TECHNOLOGICAL CHALLENGES 9
overcome existing barriers. The preliminary results of the exploratory sequential research study

are as follows:

1. What effect does technology have on the adult learners ability to succeed in higher
education?

Participants received information two ways; first in a survey with a follow-up face-to-face

interview. The following question was posed to the group of sixteen:

On a scale from 1-10 (ten being the highest), how much anxiety do you experience when you are

expected to use technology in the classroom? The responses resulted in a mean of their responses

of 8. Based on the result, the researchers will examine through the use of survey methodology, the

students perceived ease of use, anxiety and self-efficacy when it comes to technology.

2. What can colleges and universities do to assist adult learners become familiar with the
use of technology?

Based on the result of the initial response from the study group, it was concluded that there is

a significant amount of anxiety associated with using technology in the classroom. In a face-to-

face interview, the students were asked to elaborate on their level of anxiety and asked how the

university can be useful in assisting them become more familiar with, in most cases, the mandatory

use of technology in the classroom. Thirteen out of sixteen students expressed the desire for

instructors to have more experience and patience with technology. The students also expressed a

need for an online course that was easier to navigate. The most significant influence on the

evolution of virtual learning will not be the technical development of more powerful devices, but

the professional development of wise designers, educators and learners. (Dede, C., Brown-

L'Bahy, T., Ketelhut, D. and Whitehouse, P., 2004).

TECHNOLOGICAL CHALLENGES 10
3. What role do professors and instructional designers have on the adult learners success
in using technology?

In a face-to-face interview with each of the groups instructors, the research sought to determine

of level of expertise from instructors. They also looked at the willingness instructional designers

to adapt their technique when it comes to making course navigation more user-friendly. Designing

instruction around information that adult perceive as relevant and important greatly enhances the

chances for success in adult learners. Online learning also removes many traditional barriers to

learning and makes it easier to distribute information (Gorard, Selwyn, and Madden, 2003).

Scholarly Significance and Limitations

Although this is considered the best method for this study, mixed-methods research

approach does present challenges with implementation. Some of the reasons include difficulty in

planning and conducting the research. Mixed-methods studies require precise planning in every

aspect of the research. The study sample must accurately be described for both the qualitative and

quantitative components. Additionally, the plan for integrating the data is a challenging task for

the researcher.

Secondly, high-quality mixed-methods studies require a team of researchers with varying

skill sets or areas of expertise. There will be times when these experts must step outside their

comfort zones. For example, qualitative experts will need to somewhat be comfortable discussing

quantitative analyses and vice versa. This too can be challenging in many environments. Given

that each method must adhere to its own standards for rigor, ensuring

TECHNOLOGICAL CHALLENGES 11
appropriate quality of each component of a mixed-methods study can be difficult (Wisdom,

Cavaleri, Onwuegbuzie, Green, 2011).

Lastly, mixed-methods studies are time consuming and labor intensive. They require a

larger amount of resources than other methods, such as a conducting either a qualitative or

quantitative study. Nevertheless, the integration of both methods has incredible potential and

ability to strengthen the findings of a study.

TECHNOLOGICAL CHALLENGES 12
 References

Cercone, K. (2008). Characteristics of adult learners with implications for

online learning design, AACE Journal, 16(2), 137-159.

Dede, C., Brown-L'Bahy, T., Ketelhut, D. and Whitehouse, P. (2004). Distance learning
(virtual learning). The Internet Encyclopedia, Hoboken, New Jersey: John Wiley & Sons,
Inc., 558.

DeVellis RF. (1991). Scale development: theory and application. Retrieved from
https://books.google.com/books?hl=en&lr=&id=48ACCwAAQBAJ&oi=fnd&pg=PT14
&dq=Scale+development:+Theory+and+application&ots.

Gorard, S., Selwyn, N. and Madden, L. (2003). Logged on to learning? Assessing the impact of
technology on participation in lifelong learning. Retrieved from
https://www.learntechlib.org/p/96408.

Jay, T. B. (1981). Computerphonia: what to do about it. Retrieved from

https://link.springer.com/content/pdf/10.3758%2FBF03203781.pdf

Lawson, K. (2005). Using eclectic digital resources to enhance instructional methods for
adult learners. Retrieved from goo.gl/WCRdG3.

Pusser, Breneman, Gansneder, Kohl, Levin, Milam and Turner (2007). Returning to
learning: adults success in college is key to Americas future. Retrieved from
https://folio.iupui.edu/handle/10244/270.

Rogers, D.L. (2000). A paradigm shift: technology integration for higher education in
the new millennium. AACE Journal, 1(13), 19-33.

Smith, K.L. (1997). Preparing faculty for instructional technology: from education to
development to creative independence. Retrieved from
https://net.educause.edu/ir/library/html/cem/cem97/cem9739.html

Smith, M.K. (2002). Malcolm Knowles, informal adult education, self-direction and
andragogy. Retrieved from http://www.infed.org/thinkers/et-knowl.htm

Wisdom JP, Cavaleri MC, Onwuegbuzie AT. and Green, C.A. (2011). Methodological reporting
in qualitative, quantitative, and mixed methods health services research articles.
Retrieved from http://journals.sagepub.com/doi/abs/10.1177/1558689806298224.

Section Not Evident Emerging Proficient Exemplary

I. Introduction (1 page) 3 points
This section should include: 0 1 2 3
2. Background Information Information is Information is Information is
not provided. provided but relevant and relevant,
is unclear, adequate for sufficient, and
insufficient, the proposed clearly
or irrelevant. study. supports the
proposed
study.
3. Statement of the Information The research The research The research
research problem and not provided. problem is problem is problem is
rationale for the study stated, but is clearly stated clearly stated,
unclear, too and is relevant, and
broad/narrow researchable. researchable.
or irrelevant. Strong Rationale is
The rationale rationale extremely
for the study provided. The clear,
is unclear or rationale compelling,
weak. statement and clearly
generally supports the
justifies the research
research questions.
questions. There is a
clear link
between the
rationale and
the research
questions.
Objectives (1 page) 3 points
4. Purpose 0 1 2 3
The goals are Purpose is not Purpose is Exceptionally
not stated. clearly clearly clear in
described. described. purpose.
Goals are Goals are Goals are
stated but are realistic, realistic,
unclear, adequately clearly stated,
irrelevant, or stated and and clearly
too generally aligned with
broad/narrow aligned with the research
. the research problem.
problem.
5. Research Questions Information Questions/ Generally, Research
and Hypotheses/ not provided hypotheses/ questions questions are
Propositions propositions have proper clear, concise,
 or no basis for are missing, scope, are feasible, of
judgment. weak, or realistic, proper scope,
unclear. feasible, and and answer
Questions not adequately the purpose.
of sufficient phrased.
scope or are Each research
not feasible. question is
correctly
phrased, and
addresses
only one
aspect of the
research
problem.

All key
Definitions for concepts/ter
6. Definitions of key key Definitions for ms are clearly
concepts used in the Key concepts/ter key defined/
research questions concepts/term ms are concepts/ter explained.
s are not provided but ms are
defined. are inaccurate provided and
or unclear. generally
adequate.
Literature Review (2 pages) 3 points
Criteria: 0 1 2 3
Critical review of literature Information is Findings from Some Evidence of
Relevance not provided, leading evidence of sound
Conceptual/Theoretical irrelevant, researchers satisfactory knowledge
framework incomplete, are included knowledge and critical
Alignment and or with minimal with limited review of the
inaccurate. critical critical review literature
commentary. of the relevant to
relevant the study.
Cited literature, but
literature may with gaps and Developed a
not be or omissions. clear,
relevant to appropriate,
the study. Conceptual/ and justified
theoretical conceptual/
framework is theoretical
included; framework
however it is
 not fully for the
developed or research.
justified.

Methods (1.5 pages) 16 points

Type of study and research design 0 1 2 3
No selection or Research Research Research
justification of approach and approach and approach and
research design are design design are
approach and unclear, minimally realistic,
design. inappropriate, address the feasible,
or research clearly
underdevelop questions and described,
ed. goals. and aligned
with the
research
questions and
goals.
Sampling 0 1 2 3-4
Little or no Limited Reasonable Sampling
evidence of a evidence of evidence of a procedure is
sampling an feasible optimally
procedure. appropriate sampling chosen, fully
sampling procedure. justified, and
procedure. feasible.
Instrumentation 0 1 2 3-4
No Information is Instrumentati Instrumentati
information limited or on is on is
provided. instrumentati described and optimally
on is can provide chosen,
inadequate. the clearly
information described,
needed to and feasible.
respond to
the research
question(s).
Data Analysis 0 1 2-3 4-5
Little or no Limited Reasonable Clear
evidence of a evidence of evidence of a evidence of
data analysis an realistic data applying
plan. appropriate analysis plan. appropriate
data analysis data analysis
plan. procedures,
 A general which
The description of adequately
description of the data address
data analysis analysis research
procedures is procedures is questions and
incomplete or provided. goals.
contains Procedures
inaccuracies. Criteria for are
the adequately
Criteria for interpretation described.
the of results are
interpretation incomplete. The type of
of results are results
incorrect or provided by
are not these
provided. methods is
indicated and
criteria for
interpretation
are fully and
accurately
explained.
Scholarly Significance and Limitations (1/2 pages) 3 points
Criteria: 0 1 2 3
Practical and theoretical No Minimal Recognition Recognition
implications information recognition of of some and adequate
Limitations provided. the contributions explanation of
contributions and/or the practical
and limitations of and
limitations of the study. theoretical
the study. contributions
and
limitations of
the study.
Presentation and Writing - 2 points
Criteria: 0 1 2
Clarity Generally poor Reasonably Clear and
Writing mechanics use of English clear and correct use of
APA characterized correct use of English
by numerous English characterized
errors, unclear, characterized by a clear
incorrect by generally style of
clear expression,
 and/or illogical expression, with few
statements. with relatively imprecise
few imprecise and/or
and/or incorrect
incorrect statements.
statements.
Total: /30