Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning
Web-based Instruction (WBI) is becoming a favored teaching and learning option in higher education. Unfortunately, the effects of WBI on success, perception and gender have not been clearly demonstrated or sufficiently addressed, especially for adult learners who are engaged in the formal lifelo...
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| Format: | Article |
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2013
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| Online Access: | https://library.oum.edu.my/repository/964/ |
| _version_ | 1848801598264836096 |
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| author | Nantha Kumar Subramaniam, |
| author_facet | Nantha Kumar Subramaniam, |
| author_sort | Nantha Kumar Subramaniam, |
| building | OUM Institutional Repository |
| collection | Online Access |
| description | Web-based Instruction (WBI) is becoming a favored teaching and
learning option in higher education. Unfortunately, the effects of WBI
on success, perception and gender have not been clearly
demonstrated or sufficiently addressed, especially for adult learners
who are engaged in the formal lifelong learning via the popular
asynchronous WBI (A-WBI). This paper attempts to address the
following objectives: (i) to propose a framework for A-WBI to deliver
lessons to adult learners who are enrolled in formal lifelong learning;
(ii) to implement the proposed framework; (iii) to explore adult
learner perceptions of A-WBI and of how gender influences their
perception; (iv) to explore the influence of A-WBI on the adult learner
summative assessment (final examination component); and (v) o
analyze the relationship between adult learner interaction with A-WBI
and their final examination marks. Objectives (i) and (ii) are achieved
by using the design and implementation approach while objectives
(iii), (iv) and (v) are achieved by an interpretive case study
methodology approach. The findings indicate: (i) moderate learner
responses for the use of A-WBI when studying have led to poor
performance in the summative assessment among adult learners; (ii)
female learners are the high-risk group in A-WBI; and (iii) quality
interaction in the A-WBI discussion forum has a strong relationship
with learner final examination scores. The paper concludes with
discussions on the findings and recommendations. (Abstract by author) |
| first_indexed | 2025-11-14T21:10:00Z |
| format | Article |
| id | oai:eprints.oum.edu.my:964 |
| institution | Open University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T21:10:00Z |
| publishDate | 2013 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:eprints.oum.edu.my:9642014-07-31T23:55:35Z Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning Nantha Kumar Subramaniam, LC5201 Education extension. Adult education. Continuing education LC5800 Distance education Web-based Instruction (WBI) is becoming a favored teaching and learning option in higher education. Unfortunately, the effects of WBI on success, perception and gender have not been clearly demonstrated or sufficiently addressed, especially for adult learners who are engaged in the formal lifelong learning via the popular asynchronous WBI (A-WBI). This paper attempts to address the following objectives: (i) to propose a framework for A-WBI to deliver lessons to adult learners who are enrolled in formal lifelong learning; (ii) to implement the proposed framework; (iii) to explore adult learner perceptions of A-WBI and of how gender influences their perception; (iv) to explore the influence of A-WBI on the adult learner summative assessment (final examination component); and (v) o analyze the relationship between adult learner interaction with A-WBI and their final examination marks. Objectives (i) and (ii) are achieved by using the design and implementation approach while objectives (iii), (iv) and (v) are achieved by an interpretive case study methodology approach. The findings indicate: (i) moderate learner responses for the use of A-WBI when studying have led to poor performance in the summative assessment among adult learners; (ii) female learners are the high-risk group in A-WBI; and (iii) quality interaction in the A-WBI discussion forum has a strong relationship with learner final examination scores. The paper concludes with discussions on the findings and recommendations. (Abstract by author) 2013 Article PeerReviewed text https://library.oum.edu.my/repository/964/1/library-document-964.pdf Nantha Kumar Subramaniam, (2013) Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning. Journal of Southeast Asian Education, 6 (1). pp. 87-116. https://library.oum.edu.my/repository/964/ |
| spellingShingle | LC5201 Education extension. Adult education. Continuing education LC5800 Distance education Nantha Kumar Subramaniam, Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title | Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title_full | Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title_fullStr | Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title_full_unstemmed | Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title_short | Web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| title_sort | web-based instruction for adult learners : an asynchronous delivery model for formal lifelong learning |
| topic | LC5201 Education extension. Adult education. Continuing education LC5800 Distance education |
| url | https://library.oum.edu.my/repository/964/ |