Moore and Kearsley's contributions to distance education theory

Moore & Kearsley: The Nature of Adult Learning

This article explores various aspects of distance learning and adult education and the interaction between these two aspects. The article begins with an emphasis on the difference between adult learners and children at school. Paramount among these differences is the different attitude towards learning among adult learners; which is usually characterized by a greater degree of motivation among adult learners and a propensity to question teachers rather than accept information or views at face value. Adult learners also tend to want to be more in control. It was also noted throughout the article that understanding the characteristics of the adult learner was important in the structure and efficient practice of distance education.

The question of which individuals are most likely to enroll for adult education course is also broached in the article. One of the central findings in this regard was there are a variety of factors that influence the adult student - such as family and social commitments, as well as the important issue of costs. These students usually have a clear sense of direction and aim and are highly motivated. The most common reason for enrolment is the upgrading of skills. However, the article also makes to clear that this is not the only motivation for enrolling and there are a host of variables that could be considered in this regard.

Distance education can be a new area of experience for many students and study anxiety is also dealt with in the article. This relates to the fear and uncertainty of being capable of meeting the requirements of the institution. An understanding of these factors leads to various measures taken by the teacher or the distance education institution to alleviate these fears and insecurities so that the new student can develop a sense of familiarity with the process and procedures of the course or courses. Setting and environment are also considered to be important factors. The article also refers to the positive reaction to a comfortable and accessible learning process and environment.

A discussion of the factors affecting student success leads to the general finding that the causative factor for dropout rates among theses students is related to factors such as lack of motivation as well as significant signs, such as the late submission of assignments. Students who submitted early were found to be more likely to complete the course successfully. Of particular importance was the student's ability to integrate academic study with employment, family and social commitments. The single most important predictor variable was the student's intention to complete the course.

Personality characteristics were also found to be an important variable in determining successful outcomes. Among the research findings in this regard was the view that field independent student are often more successful in the distance learning environment. Other factors such as introversion and extroversion were discussed and introverted personality types were seen to be more successful in the distance teaching environment. It was also found that extracurricular concerns can have both positive and negative course completion outcomes. Support from family or employer was also found to be a very significant variable that had a positive effect.

Another relevant area of discussion was study skills. It was generally found that good study skills and habits were a central determining factor for the distance students. Furthermore, procrastination was found to be a very negative factor, especially if one takes into account the demands of the distance education.

The difference between the classrooms and the distance learning environment was also discussed, with many students stating that they preferred a more personal teaching or classroom environment. This also relates to various problems that the distance students tend to mention - including technical issues and particularly difficulties in contacting teachers and instructors. These aspects led to the cardinal issue of the perceived resistance to distance education and the factors related to this; such as lack of experience and familiarly, as well as the fact that distance education requires more discipline and a strong sense of responsibility.