Making the shift to e-learning : eliminating blocks and barriers to the effective and active participation of adult learners in online courses

Abstract

Distance e-learning can help adult learners cope better with workplace, family and social commitments, even in micro-states like Malta. However, the transition from face-to-face education and training to e-learning can create blocks and barriers to the effective and active participation of adult. This paper explores the findings of a Grounded Theory investigation of an online top-up degree for nurses provided by the University of Malta. It reports on the experiences and perceptions of the learners’ transition to online learning inspired by social constructivist learning theory. The findings indicate that adult learners were indeed challenged by the lack of interaction and sense of immediacy of real-time, verbal, face-to-face mode of communication. They were also challenged by the learner-centred pedagogies adopted in the course which required their active participation of the students in dialogic pedagogies. The paper therefore argues for a stronger scaffolding structure, adequate student support, increased social interaction, the creation of a sense of community and an enhanced teacher presence.