Adult Student Expectations and Experiences in an Online Learning Environment

Abstract

This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic analysis and uncovered students expected clarity, respect, and intentional course design from instructors. Behaviors facilitating effective communication and enabling learning actually led to positive outcomes, while the poor use of pedagogical tools and behaviors stopping the learning process led to negative outcomes. Recommendations to meet adult student needs online are proposed.

Keywords:

• andragogy
• expectancy violations theory
• instructor behaviors
• adult students
• online learning environments

Additional information

Notes on contributors

Renee Bourdeaux

Renee Bourdeaux, PhD, is an Assistant Professor of Communication in the Communication Studies Department at Northwest University, Kirkland, WA.

Lindsie Schoenack

Lindsie Schoenack, MA, is a doctoral student in the Education Doctoral Program in the School of Education, North Dakota State University, Fargo, ND.