Project+description+&+Needs+analysis+(A)

//Project description & ////Needs analysis (A) //

 * Team Member A: ** ** Project Leader: Dalia **

Many adult learners would like to further their education online. Non-tech-savvy adult learners might find it challenging to start an online education, and if they start, they could stumble at the first technological obstacle they face. Non-tech-savvy adult learners need help exploring course content and performing learning activities; additionally they lack the experience in working online (Cordes, 2009). Students of all ages need support and can learn new technologies; to effectively perform academic tasks, learners need formal computer training, practical experience and motivation. Younger adults grew up using technology while older adults might not feel the desire to use technology and are not as confident in using technology in online learning (Cordes, 2009). Furthermore, research indicated that younger adult participated with a higher rate in adult education than their older counterparts (National Centre for Education Statistics, 2007). The instructional context used is a sample lesson through a learning management system, using real life example. An organized and well constructed management system could help adult learners with minimal technical skills to be more engaged in the instructional process (Cordes, 2009).
 * //Project description://**

The problem that we are asked to solve is to support the non-tech-savvy adult in their online learning. Research indicated that, if given the necessary support, non-tech-savvy adult learners could complete “complex technology projects” (Bartlett & Sherry, 2004). There was a felt need to provide training in creating effective online education to non-tech-savvy adult learners. In this training module, we will introduce various tools, teaching strategies and best practices that will improve the non-tech-savvy adult learners’ engagement in online learning, and motivate them to continue with their online studies. Instruction is needed to demonstrate effective online learning designs. Instructional intervention is needed to demonstrate a practical example on designing effective online courses. Other factors to consider as solutions are to increase resources in the media services departments to be able to provide multiple tools and support the latest technology (Cordes, 2009).
 * //Needs analysis://**

References: Bartlett, A. & Sherry, A. (2004). Non-technology-savvy preservice teachers' perceptions of electronic teaching portfolios. //Contemporary Issues in Technology and Teacher Education// [Online serial], //4//(2). Available from: [] Cordes, S. (2009). Adult Learners: How IT can support “New” students. Retrieved January 18, 2012 from [] National Centre for Education Statistics. (2007). Participation in Adult Education (Indicator 10-2007). Retrieved January 18, 2012 from  []