Modern day colleges and universities have implemented numerous methods of improving access to their courses and services (Brodahl, Hadjerrouit & Hansen, 2011). This comes in form of online distance learning, the digitization of books and course materials, college web portals where registration for courses can be done in a quick and effective manner as well as a vast array of various other services that can be accessed online (Brodahl, Hadjerrouit & Hansen, 2011). In fact, various educational institutions have now started providing tablet computers to their students to ensure all students have equal access to the school’s digitized courses and services. However, it should be noted that not all students have embraced this new method of education with some, such as older students and those from non-traditional backgrounds, finding themselves at odds with how current trends in education want them to learn despite their desire to learn via non-technologically based means. Ben-Zadok Leiba & Nachmias (2010) attempts to explain such a topic by showing how older students and non-traditional students tend to have a certain degree of hesitance when it comes to using online distance learning or other types of technology based learning experienced (Ben-Zadok Leiba & Nachmias, 2010; Dibiase & Kidwai, 2010). Karen Jo & Beth (2007) postulates that such a degree of hesitance possible originates from being used to traditional methods of learning and feedback (i.e. through a book and class discussions) that to utilize other methods of education simply does not appeal to them (Karen Jo & Beth, 2007; Hoskins & Van Hooff, 2005)). Despite the effectiveness of such methods in spearheading universal access to education, it must be questioned whether older or nontraditional students are able to adapt to this changing landscape or has such a trend negatively impacted their ability to learn? Such a question would encompass whether older/non-traditional students are merely hesitant to try a new learning method or if they simply do not have the ability to adapt to the new popularized trend in digitized learning.
Reference
Ben-Zadok, G., Leiba, M., & Nachmias, R. (2010). Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis. Interdisciplinary Journal Of E-Learning & Learning Objects, 6305-322.
Brodahl, C., Hadjerrouit, S., & Hansen, N. (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Journal Of Information Technology Education, 10, 73-103.
Dibiase, D., & Kidwai, K. (2010). Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information. Journal Of Geography In Higher Education, 34(3), 299-326.
Hoskins, S. L., & Van Hooff, J. C. (2005). Motivation and ability: which students use online learning and what influence does it have on their achievement?. British Journal Of Educational Technology, 36(2), 177-192.
Karen, B., Jo, K., & Beth, T. (2007). Impact of personalised learning styles on online delivery and assessment. Campus – Wide Information Systems, 24(2), 105-119.