E-learning is increasingly becoming popular as time goes across all ages. Both young and old individuals are embracing the fact that resources are easier to access online and that more material can be easily found on the internet. However, the learning structure for adults is different from that of children and younger individuals. The structure of the courses and resources are tailored to meet the needs of the target age population. For example, e-learning platforms meant for adults have been tailored to meet and respect adult learning principles. The first principle of adult learning is that adults motivate and direct themselves internally. Secondly, adults compare the theoretical knowledge they acquire with their life experiences. Thirdly, adults are more objective-driven and like to set goals which they hope to work towards. Fourth, they try to draw relevance from everything they learn. Moreover, adults like engaging with subjects that are practical. Lastly, they want to be respected as they learn ("How can we develop e-learning that respects adult learning principles?", 2013). Online platforms dedicated to adults try and incorporate these principles. A lot of benefits come associated with e-learning. However, there also exist barriers and opportunities to improve in some areas. This essay will contrast two scholarly papers that outline the barriers and benefits of adult e-learning.
Summary of Points
(Githens, 2007) studies older adults and e-learning with its objective being to outline the opportunities and barriers of the subject matter. The paper begins by stating that the idea of retirement is changing with time and that by the time baby-boomers come of age, they will be working retirees. It then explains that unlike common belief, old adults are not resistant to new technology like most people think. If empowered correctly, old adults can be used to the benefit of an organization. It then explains what it is that old adults are looking to study when signing up for e-learning platforms. An incredible majority of them look up for programs that enhance personal change and growth, those that help them to develop their workforces, and programs that teach them about learning the workplace. These are opportunities that most tutors can take advantage of since they now know what exactly old adults want. The paper proceeds to highlight the barriers that prevent old adults from participating in e-learning. These barriers include the negative perceptions that people have on older adults, the class difference among adults, technical problems that may arise during the problems, the lack of ease of usability since most adults have eye problems yet required to read a lot, and the new technologies that are rising and seem problematic to them. (Gatho & Tak, 2008) is a study that tries to establish the benefits and barriers that older adults face when using computers for information and communication. The study was carried out on 58 older adults. The main benefits that e-learning seems to be bringing to the elders are that, first, they find a sense of connectedness when using these platforms. Secondly, the way computers get work easily done is satisfying for them. Moreover, it has enabled them to gain a more positive learning experience. On the other hand, there are several barriers that may make older adults shy away from embracing new technologies that assist with e-learning. The first is the frustration that arises when some problems arise. Such problems may include technical difficulties. Another problem is the functional limitations that new technologies possess. Some of the adults also insisted that new technologies affect one’s daily schedule as they can be addictive and, hence begin taking a lot of an individual’s time.
Delegate your assignment to our experts and they will do the rest.
Comparison
Some of the information from the articles is consistent whereas others differ. The two studies are similar in that they both discuss the barriers that make older adults shy off e-learning and new technology. First, the two agree that older adults experience technical problems when using computers. Secondly, they also agree that usability is an issue due to the age and maybe, loss of eyesight by older people. However, the two papers differ on one controversial issue. (Githens, 2007) argues that the negative perception that older adults are slow to embrace new technology is not true. It explains that this is a presumable stereotype that younger adults are exposed to and come to believe over time. However, the study done by (Gatho & Tak, 2008) concludes that older adults actually have problems with adopting to new technologies. In fact, all the barriers highlighted by (Gatho & Tak, 2008) indicate that adults have a negative attitude towards computers. For instance, (Gatho & Tak, 2008) states that adults become frustrated when they experience technical difficulties. They assume that technologies should be flawless and that any hitch, even small ones, can only be solved by technicians. Older adults also do not trust that their information may be safe online. Details such as credit card information that may be used to pay for the online courses and the fact that the platforms may expose them to social media make older people paranoid because they do not understand that there are security measures that can be put in place to keep their information safe.
References
How can we develop e-learning that respects adult learning principles?. (2013). Retrieved 9 November 2019, from https://dynamind-elearning.com/can-develop-e-learning-respects-adult-learning-principles/ Gatto, S. L., & Tak, S. H. (2008). Computer, Internet, and e-mail use among older adults: Benefits and barriers. Educational Gerontology, 34(9), 800-811. Githens, R. P. (2007). Older adults and e-learning: Opportunities and barriers. Quarterly Review of Distance Education, 8(4), 329.
