Range in adult skill acquisition that includes: “novice, advanced beginner, competent, proficient, and expert” ( Dreyfus & Dreyfus, 1986 ).
Published in Chapter:
High Tech, High Touch, High Context: Social Dimensions of Learning in Online, Hybrid, and Learning Pod Environments
Matthew Eichler (Texas State University San Marcos, USA), Carrie J. Boden-McGill (Texas State University San Marcos, USA), and Tennille Lasker-Scott (University of Georgia, USA)
Copyright: © 2014
|Pages: 19
DOI: 10.4018/978-1-4666-6046-5.ch003
Abstract
In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.