ICELW 2010 June 9th-11th, New York,NY, USA

The e-Adult Learner: thedefinitive classic in e-workplace

developmentLinda Ellington1Valerie Bryan2

1 Palm Beach Atlantic University, West Palm Beach, Florida, 33416 USA2 Florida Atlantic University, Boca Raton, Florida, 33432 USA

Abstract—The growth of E-learning isprofoundly influencing major developmentsthat are not only changing the wayknowledge is imparted to the widestaudience inside and outside the workplace,but may even be fundamentally altering theconceptualization of education. Takingfull advantage of the opportunities of E-learning implies significant shifts inthinking about educating the workforce,which in turn provides the opportunity torethink how knowledge is acquired. Evenwith a plethora of literature onelectronically delivered education, thereis an absence of attention on theelectronic adult learner (e-adult) and thedemanding set of e-learning needs in theworkplace. Creating synergy between theunderstanding of the e-adult and theapplication of workplace solutions toproblems will not only expand the knowledgebase in this field of study but willprovide insight into ensuring there isrigor in the development of the communitiesof practice within the workplace.Technology is one factor in theimplications of E-learning but there is aneed to intentionally focus closerattention at additional factors thatinfluence e-adults. As ambiguous as E-learning currently is, this paper providesan integrative view and an understanding ofthe complexity of the E-learning landscapefor the e-adult.

Index Terms—e-adults, e-learning in the e-workplace, implications of e-learning, e-workplace development.

I. INTRODUCTIONE-learning is a term which is

commonly used, but does not have acommon definition. Most frequently itseems to be used for web-based distanceeducation, with no face-to-faceinteraction. Broader definitions arealso common. For example, it mayinclude all types of technologyenhanced learning (TEL), wheretechnology is used to support thelearning process. The exact meaning ofE-learning is difficult to pinpointsince the meaning can vary according tothe people involved and the learningcontext. In addition, it is often usedinterchangeably with various otherrelated terms, such as distancelearning, distributed learning, andelectronic learning.

A. Historical perspective of E-LearningOriginally this type of education was

developed to be a catalyst for learningthrough a series of print-based,teacher-made materials sent via themail service to students in remotelocations. Correspondence courses wererecorded in Europe in the mid 1800s andin the United States in the late 1800s(e.g. Boston’s Society to EncourageStudies at Home, 1873; ChautauquaMovement programs, late 1800s;Pennsylvania State CollegeCorrespondence Program for students inagriculture, 1890s; and, University ofChicago’s academic programs, 1890s).The learners in those settings would

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complete their various assignments andmail their work back to theirfacilitator. In select situations,exams were proctored by instructorshired to go to centralized remotesites. For the most part the learningwas: 1) completed independently by thestudent with minimum interactionstudent-to-student or student-to-instructor; 2) there were extended timedelays between the completion of thelearning activities and the assessmentresults; and, 3) little to nomeaningful learning interaction or“teachable moments.” Technologyenhancements via courses by radio(1920s), broadcast and cable television(1950s; 1970s), computers and othertechnologies of today have created amore robust distance teaching andlearning environment that haseventually moved into the e-workplacelandscape.

Today’s distance education is theprocess of extending learning ordelivering instructional resource-sharing opportunities to locations awayfrom brick and mortar classrooms byusing video, audio, computers,multimedia, communications, or somecombination of these with othertraditional delivery methods(Instructional Technology Council, 2007[6]. Interactive telecommunicationsystems provide opportunities to learnin nontraditional asynchronous andsynchronous methods and to quicklyapply the learning into the workplace.E-learning offers a flexible approachto “just in time” and “just anywhere”e-training to address emergingworkplace situations.

B. Design considerations

E-learning offers workers a means tomeet the knowledge and skill demandsof the global work environment. E-learning curriculum must be designedto address both the needs of thelearner and the industry the learneris a member of or will enter.Therefore, educators and industryleaders are challenged to designtraining that is attainable by today’se-adults. Unlike face-to-faceclassroom design, E-learning requiresa more comprehensive review of thefluctuating infrastructure needs of e-learner as well as curriculum reformusing enhanced technologies, advancedcourse and web design, andprofessional development servicesrequired for an array of knowledgeworkers at several points along atechnology continuum with variedtechnological skills.

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Today’s Generation Y (Millennialborn between 1978 and 1990) and theGeneration Z learners (born after1990) are viewed as digital natives dueto a lifetime of exposure tocomputers, cell phones, theinternet, podcasts, instant and textmessaging systems, video games, andother technologies. These digitalnatives often see the E-learningcourses with the various multi-mediatechno tools as an enticing and lessstressful learning enviornment dueto their prior exposure to thetechnologies. Meanwhile the SilentGeneration, or commonly referred toas digital aliens (born between 1925 and1945), the Baby Boomers known asdigital immigrants (born between 1946and 1964), and the Generation Xknown as digital adaptives (born between1965 and 1979) may see the E-learning experience with high fearand high stress due to the lack ofexposure to technology in theirdevelopmental years.

E-learning is emerging as acentral educational platform and itis particularly important when usedin the workplace to consider all ofthe factors that might contribute tomaking this a successful experiencefor the wide-variety of e-learnersencountered in that type of setting.Although the idea is to provide anequal educational opportunity forall, the technological requirementsmay actually perpetuate aneducational, training and workfacegap or “digital divide” (DigitalDivide.org, 2008 [3].

Often someone who isparticipating in an e-learningexperience at the workplace may notbe someone who is familiar orcomfortable with technologyinvolved. Extensive pre-planning ofthe learning opportunity is neededprior to implementation of the non-traditional educational design. Thestudent, and often the facilitator,may lack the skills, resources, andexperience needed to be successfulin the E-learning environment. Toassure success, the organizationproviding the training must examinevarious technological modalities todetermine those that are mosteffective with a diverse workforcepopulation that strives to beprepared for an ever-changing world(Brewer, 1997) [1]. Research intowhat is effective in developing e-adults in an e-workplace supportssimilar findings in more traditionalsettings, such as:

Extensive pre-planning forinstruction is essential byboth the facilitator and thelearner to enhance thelearning enchange.

Needs assessments are requiredto identify the content to beoffered and to identify whattechnological tools would bemost appropriate.

Learner characteristics suchas autonomy, flexibility, andtime management should be pre-assessed to ensure moresuccessful completion in E-learning settings (Threlkeld &Brzoska, 1994) [13].

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The technologies used todeliver or augment thematerial being taught must bereadily available to all thelearners, and must be testedfor levels of appropriatenessfor the learners involved.

Guided help through telephonecontact with facilitator,online tutorials, accompanyingCDs or DVDs, allowabledownloads, or frequently askedquestions (FAQs) must beavailable to preventfrustrations with the materialor technical glitches.

Remedial courses should beoffered before the actualcourse-work begins to studentswith gaps in their grasp ofthe technology involved aswell as opportunities forfaster-track students toadvance at their own speed.Some form of support servicesshould be created at areasonable distance for thelearners for those that needthe “human” touch.

Prior to the learningexperience, success strategiesthat are age and learningstyle appropriate must bedeveloped to increase thelevel of learner involvement,fun and adventure tocompensate for the isolationand possible alienation in theE-learning environment.

Course modules and assignmentsmust be designed that assistthe learner in applying theinformation gleaned from thelearning experience in animmediate, meaningful, andauthentic way to encourage thee-adult to apply the learninginto their workplace.

The learning delivery systemsused have to be matched to thevarious genders, age groups,ethnicities, and socio-economic levels to assurepositive results.

Rules of conduct, standards orethics of engagement,timelines for work completionand learning expectations mustbe established early in the E-learning experience to assurethat the e-adult is aware ofexpectations.

Without face-to-face contact withan instructor and other learners,many of the “rules of the road”are lost without the advantage ofnon-verbal cues, classroom chit-chat, and other informal means ofgaining information. Figure 1portrays these rules of the roadas a “gear mechanism” and thesame process of how a gear

shifting works should be understoodin order to eliminate teaching andlearning dilemmas.

II. E-LEARNING SUPPORTS E-WORKPLACE

A. Emphasis of E-learning supporting the e-workplace

What turns a workplace groupfrom a collection of people to a

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learning community? Communities area complex of many factors andvariables, and any adequateunderstanding of the development ofsuch communities needs to recognizethat the development of E-learningcontributes to the processes ofassisting learners in developingcompetencies and confidence in self-regulated learning. The processincludes a common space for learnersto create, challenge learning whilegenerating new ideas, createcollaborative knowledge building,and provide a platform for sharingof ideas that can be fullyexploited.

E-adults are inspired toconstruct new understandings intheir learning which promotes higherlevel thinking. The objectives ofE-learning are to empower learnersthrough easy access to knowledge andskills, facilitating communicationpathways with experts on the targetsubject matter. E-learningeducation delivery has been enhancedtoday with opportunities forelectronic transfer of knowledgethat offers flexible timing, place,and pace of the learning, as well asincreased: 1) opportunities forcollaborative effort rather than acompetitive learning environment(threaded discussion boards, videoand audio conferencing, instant textmessaging, YouTube; 2) interactionwith teachers and resource persons(chat rooms, podcasts, streamingvideo, Wikis, and blogs, all mademore accessible through the use oftechnology; and 3) criticalreflection and higher quality oflearning due to access to databasesand stored research (multi userdomain sessions, bulletin boards andvirtual libraries).

Learning materials should becognitively stimulating to the e-learner. There must be access toresource materials that are time andcost-efficient as well as being up-to-date and engaging. By contrast,traditional access of resourcematerials rapidly become outdatedand less relevant to the individualwork environment and e-adult needs.

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B. New development for E-learning

Business related developments using ahost of technologies show greatpromise for the e-learners in aglobally competitive workplace.Extensive interactive assessment toolsand digital portfolios are currentlyassisting in the process of screening,hiring and placement of thousands ofemployees across the country. Webbased modules emphasizing self-regulated learning and reflection areused to train both newly-hired andveteran employees.

A myriad of handheld data collectiondevices are used daily in business,civil service, health care andeducation. Course modules are beingdesigned to educate the workforce oftomorrow via alternative E-learningplatforms, such as:

Surveyors, scientists, forensicexaminers and medical teams areprovided practical experiencein collecting information andconducting assessments oninnumerable handheld devices toevaluate conditions of plantand animal life, changingweather patterns, roadconditions, crime environment,and bio-medical information.

Express mail carriers,employees in drive-throughrestaurants and conveniencestores are trained to placeorders, conduct inventories,perform banking procedures, andeven marketing surveyinformation with mini-electronic whiteboards, digitalsignature devices, and new agescanners (e.g., Coca Cola, FedEx, UPS, Red Lobster,McDonalds, 7-Elevent, MedievalTimes).

School bus drivers, commercialtruckers, and ship captains aretrained to use GlobalPositioning System (GPS) cutcosts and provide a moreefficient service.

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Medical personnel chart patientrecords, order prescriptions, andbill on mobile devices with voicerecognition and Optical CharacterRecognition (OCR) software, thusreducing errors.

Police officers are trained tocollect data and communicate withcentralized tracking databasesystems to save time, money, andreduce human error.

Real–time enterprise mobility isdictating a new use of E-learningvia wireless intranets and protectedinternets across the globe, such as:

Medical professionals havemobile access to patients’ vitalsigns, clinical data andinformation that allows forassessment and treatment.

Business people have first handaccess to learning materials,experts and other learners viadesktop conferencing and webcams(e.g., PC to Meeting, Skype),that provide virtual teamingopportunities for real-timeproblem solving using an inter-disciplinary approach withouttravel costs.

Surgeons, aircraft pilots,commercial boat captains,athletes, military personnel,firefighters, and policeofficers are using virtualsimulations in safe, butrealistic environments thatreduce the training required,enhances the hands-on aspect ofthe training, and reduces theneed for real settings.

Planners use GeograpicInformation Systems (GIS) tiedto geographic, spatial data tocalculate emergency responsetime and to locate and respondto dangerous situations.

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III. PROFESSIONAL PRACTICE OF E-LEARNING

A. Elements of professional practice in E-learning

Those who determine ‘bestpractices’ must provide forprincipled and systematic variationof professional developmentcomponents within the overall schemaof E-learning. It is essential thatwithin the schema there is a focuson key questions that are addresseddealing with: 1) the characteristicsand quality of the professionalpractitioner’s experiences and therelationships among the variouscharacteristics at the level ofknowledge and learner achievement;2) attention given to aligning theapproaches to successful e-adultsand workforce productivity andgoals; 3) an element of discoveryinto the practical implication fororganizations that wish to encouragethe practice of E-learning; 4) acommitment of time, effort andfunding to incorporate a guidedmastery learning experience; and 5)provision for a seamless transitionto new technologies that assist infacilitating the rapid diffusion ofteaching initiatives and significantlearning achievement.

The practice is to be guided by:

A commitment to scholarship indiscipline and subject area;

Utilizing and providing accessto current content, materialsand resources;

Exhibiting well thought-outaims, goals, and objectives;

Having a clear sequence oflearning activities;

Disseminating current researchfindings and promoting variousforms of inquiry;

Setting realistic, yetchallenging expectations oflearners;

Promoting active learning,independence of thought, andproblem solving;

Integrating appropriatetechnology into the courselearning framework;

Providing for suitableassessment methods measuringsuccess in accomplishment ofcourse goals and outcomes;

Exhibiting sensitivity to e-adults of varying ages,backgrounds, culture, andexperience.

Pajo and Wallace (2001) stated,“The growth of E-learning is a majordevelopment that is changing the wayknowledge is imparted to the widestaudience inside and outside theworkplace. These innovations areprofoundly influencing practices andpolicies and may even befundamentally altering theconceptualizations of educaton”(p.71) [11]. Traditionalfacilitators of training may fearthe transition to E-learning andmany of its innovative practices dueto the lack of training, lack oftime to use the technology tools,and the extensive time requirementsassociated with using and monitoringE-learning endeavors.

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There is also an expectation thatE-learning educators are to be wellversed in their subject area ordiscipline; skilled in design anduse of technology; possess highlevel communication skills; beproficient in learning styleassessments; and possess a largevariety of other talents. Rarely doinstructors within the E-learningprofession have the multiplicity ofskills that today’s E-learningclimate seems to require. However,if practitioners keep an open mindto the variety of teachingtechniques available within thevarious teaching/learning models theoptions for developing a richeducational experience in the worldof e-learning is limitless.

In addition to the large volumeof documented characteristics ofself-directed learners,Guglielmino’s study (as cited inDanaher & Duay, 2004) [2] identifiedadditional psychologicalcharacteristics such as initiative,independence, persistence,acceptance of responsibility forlearning, self-discipline, enjoymentof learning, and a high degree ofcuriosity (Fig 2). One of theultimate goals in applying thecharacteristics of e-adults and theproviders of E-learning is to notonly re-invent and re-energize thepractice of teaching and learningitself, but to develop lifelonglearners for the e-workplace.Identifying ‘best practice’ for thisfield is essential for theprofession of E-learning in order toinfluence the development anddirection of e-workplace education.

IV. ISSUES AND RESEARCH

A. Current Issues in E-Learning

As technology continues tobecome a major part of our lives,there are strong differences in theway it is routinely used by selectpopulations. For example, the terms‘digital divide’ and ‘technologygap’ have been used to decribedifferences in the access to, aswell as, use and benefit of thetechnology for disenfranchisedminority and marginalized workersimpacted such as:

Individuals with low disposableor fixed income;

Individuals that are place bound(e.g., the handicapped and theincarcerated);

Individuals with lack of accessto traditional education (e.g.,inability to drive, lack offunds to purchase a vehicle,limited availability of masstransit, or technologies inarea);

Individuals who lack exposure totechnology due to their culture,their ethnic culturalbackground/views, their age andtheir educational background.

Today’s global economy oftendemands a college degree for aperson to earn a decent living. As

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the information age advances, theneed for a more advanced educationalso increases (Huitt, 1999) [5].It is imperative that marginalizedindividuals be providedopportunities to decrease thedisparities in salary, promotionand prestige. E-learning combinedwith technologies offers a largerarray of possibilities than everbefore, but only if the necessarytechnology is available for allpeople. If this is not so, theadvance of e-learning may end upperpetuating the social andeconomic barriers already existinginstead of being a door to equalopportunity for all.

E-Learning allows the e-adult tohave an interactive opportunity tolearn at their convenience byreceiving instruction throughvarious technological media thatmay be accessed from variouslocations. Reference 4 noted inthe Pew Internet and American LifeProject, March 2008 survey 62% ofall Americans have some experiencewith mobile access to digital dataand tools. Accompanying thischanging nature in the access tocommunication is a transformationin the way in which people valuethis new ability to communicate.Table 1 represents a sharp reversalin how people viewed certaintechnologies in 2002 as compared to2007.

The virtual learning environmentis very appealing to many becauseit is said to promote newopportunities. But regardless ofthe value of E-learning, problemsare surfacing. In numerousresearch studies (Meltzer, 2006)there is evidence that theprofessional development forfacilitators to use technology andto engage in E-learning has been

inadequate [10]. In many E-learning educational situationsthere is minimal time fordevelopment and even less time forreflection.

B. Current research in E-learningThe debate about the efficacy of

technology integration continues,but one fact has been establishedand that is organizational andpolitical realities indicate thattechnology-based instruction is aviable alternative whether in theeducational, industry workplace, orpersonal environments (Kotrlik &Redmann, 2005) [8]. Despite earlierfears about the possibledehumanizing effect of E-learning,studies have determined that meta-skills such as higher orderthinking, can be developed iffacilitators reduce the total amountof factual information e-adults areexpected to memorize, reduce thepassive lecture format, and devotemuch more effort to helping e-adultsbecome active, independent learnersand problems solvers (Lujan &DiCarlo, 2006, p.17) [9]. Whittle &Eaton (2001) stated, “This change inteaching and learning methods willplace a greater responsibility onindividual learners to manage theirown learning, and highlights theneeds for e-adults to develop a goodstandard of transferable skills(p.148) [14]. This type of non-traditional interaction is at thecore of E-learning and is indicativeof the skills of the self-directedlearners mentioned above.

In the design of E-learning,Burbules and Callister (as cited inRudestam & Schoenholtz-Read, 2002)contend that consideration needs tobe given to what method ofinstruction is best for what type oflearner [12]. The modality depends

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on the information to be learned.In the medical field for example,while traditional classroom lecturesstill exist, newer instructionalmethods such as computer-based videotraining for surgical skills arebeing used with much success(Jowett, LeBlanc, Xeroulis, MacRae,& Dubrowski, 200& [7]. While partof the

Table 1Mobile Population participate in Digital ActivitiesThose who say it would be difficultto give up:

  20022006

2007

Cell phone 38% 43% 51%Internet 38% 38% 45%Email 35% 34% 37%Blackberry or wireless emaildevice 6% 22% 36%Source: Pew Internet & American Life Project

shift in mode of training may be dueto technological advances, much of theimpetus for these changes is due toincreased knowledge on how learningbest occurs. Optimal learningoutcomes are being created by blendingmodalities to match the e-adult’sneeds and capacities. Olgren (ascited in Kotrlik & Redmann, 2005)stated, “The greatest challenge is tofocus not on the technology itself buton the e-adult and their learning.Technology invites a tools firstemphasis, but technology is only asgood as our knowledge of how to use itto enhance learning (p.203) [8].

E-learning is broadening thepredominant mode of education andemerging technologies perhaps even re-define the way workers learn and apply

the relevant information into theirworkplace. One for this to happen isthrough the use of a computergenerated e-conversational agent that canencourage high level thinking bystudying the patterns of the e-adultand increasing the level ofquestioning based on the patterns.The e-conversational agent can promotecollaborative learning throughassignments, such as a team buildingwork project. By utilizing a simplelearning-style assessment toolcomposed on a computer, the agent canquickly adapt to the learning style ofeach e-adult and produce the learningassignment appropriate to that style.So, each e-adult could have their owne-conversational agent that identifies withthem as a specific learner and thuscreates an environment in which the e-adult excels.

King (as cited in Kotrlik & Redmann,2005) stated, “Technology isassimilated into so many aspects ofour lives and work that there arisesan urgent cry for it to be adopted inall workplace learning (p.202) [8].The ability to locate relevantinformation for groups of people whoare separated in both time and spacehas become a necessity in order tosuccessfully navigate through the e-workplace.

The opportunity to move from therealm of the traditional, and oftenpassive learning mode into a morefunctional, secure, participatory andperhaps more exciting educationalspace of e-learning is a shift thatmany students and employees are beingfaced with everyday. Depending ontheir age and other characteristics,this transition can be natural anddesirable or it can be daunting aswell as frustrating. It is up totoday’s educators, even those who findthemselves also intimidated by thechanges to embrace this new

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educational challenge using all theircreativity and the vast amount ofresources at their disposal. It isalso incumbent on employers to promotee-friendly work environments so thattheir employees may take fulladvantage of the ever-increasingamount of information that technologymakes available.

Even if there is no one cleardefinition of “e-learners” or even “e-learning” and even if it is an areathat will always be subject toconstant change due to the nature oftechnology itself, when efforts aremade to facilitate the e-learnersexperience, both educationally andemotionally, the resulting e-learningcommunity can become a dynamic andpowerful place where real learning canhappen and where change can originate.

REFERENCES[1] Brewer, P.D. (2004). An examination of

alternative instructional methods. The Delta PiEpsilon Journal, 46 (2).

[2] Danaher, M. & Duay, D. (2004). Predictors ofattitudes toward online learning. Unpublishedmanuscript, Florida Atlantic University.

[3] Digital Divide.org. (2008). Digital divide: What itis and why it matters. Retrieved June 10, 2008fromhttp://www.digitaldivide.org/dd/digitaldivide.html

[4] Horrigan, J.B. (2008). Mobile access todataand information. Retrieved on April 1, 2010fromhttp://www.pewinternet.org/~/media/Files/Reports/2008/PIP_Mobile.Data.Access.pdf.pdf

[5] Huitt, W. (1999). Success in the information age: Aparadigm shift. Revision of paper developed fora workshop presentation at the GeorgiaIndependent School Association, Atlanta,Georgia, November 6, 1995. Retrieved July11, 2008 fromhttp://www.edpsycinteractive.org/papers/conceptual-age.pdf

[6] Instructional Technology council (ITC).(2007). Definition of distance education. RetrievedJanuary 9, 2008 fromhttp://www.uwex.edu/disted/definition.cfm

[7] Jowett, N., LeBlanc, V., Xeroulis, G.,MacRae, H., Dubrowski, A. (2007).Association for surgical skill acquisitionwith self-directed practice using computer-based video training. The American Journal ofSurgery, 193, 237-242.

[8] Kotrlik, J., & Redmann, D. (2005, May).Extent of technology integration ininstruction by adult basic educationteachers. Adult Education Quarterly, 55 (3),200-219.

[9] Lujan, H.L. & Dicarlo, S.E. (2006). Too muchteaching, not enough learning; what is thesolution? Advances in Physiology Education, 30, 17-22.

[10] Meltzer, S.T. (2006). An analysis ofprofessional development in technology forelementary school teachers, Ed.D.dissertation, Florida Atlantic University,United States: Florida. Retrieved July 31,2008 from Dissertations & Theses @ FloridaAtlantic University – FCLA database.(Publication No. AAT3220673).

[11] Pajo, K., & Wallace,C. (2001). Barriersto the uptake of web-based technology byuniversity researchers. Journal of DistanceEducation, 16 (1).

[12] Rudenstam, K. & Schoenholtz-Read, J.(2002). Handbook of online learning. Thousand Oaks,CA: Sage Publications.

[13] Threlkeld, R. & Brzoska, K. (1994).Research in distance education. In B. Willis(Ed.) (1994), Distance education: Strategies and tools(pp.41-66). Englewood Cliffs, NJ:Educational Technology Publications.

[14] Whittle, S.R. & Easton, D.G.M. (2001).Attitudes towards transferable skills inmedical undergraduates. Medical Education, 35,148-153.

AUTHORSLinda Ellington, Ed.D. is an

Associate Professor of Business withPalm Beach Atlantic University, WestPalm Beach, Florida 33416 USA (e-mail:linda_ellington@pba.edu). Valerie Bryan, Ed.D. Professor of

Education with Florida AtlanticUniversity, Boca Raton, Florida 33432USA (email: bryan@fau.edu).

Manuscript received 07 January 2010

Published as submitted by the author(s).

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