What upgrades or changes are necessary to provide better technology integration for adult learning opportunities?

The technology employed by University of Phoenix (UoP) is facilitating the achievement of academic goals of adult learners.  Through the incorporation of web 2.0 tools, software, and hardware to create an asynchronous learning environment, designers and developers are bridging the gap between the students and the facilitator.  This approach has improved the university’s product offering and assist students with connecting with one another in and outside of the virtual classroom.  However, the distance learning program still possesses gaps that could be addressed to promote better collaboration among facilitators and students, presentation of resource materials, connect students with technical support to resolve issues, and work to increase student enrollment.

One of the leading factors in an adult learner’s decision between the traditional and nontraditional learning environment is the ability to receive instant feedback and real time collaboration capability (Pearson, 2007).  With the introduction of the IM function, UoP has improved communication links; however, this is only effective if the students are online in class.  A recommendation to provide a synchronous learning environment is to incorporate a communication tool that could connect students face-to-face in real time.  A product similar to Skype should be incorporated into the main and team forums so students could connect directly to each other in the classroom.  This strategy would mitigate confidence issues with attending an online school and assist learning teams with collaboration to complete team projects (Kahler, 2009).

Providing students with resource materials in the form of multimedia will assist with explaining course concepts and provide a visual approach to those learners who require seeing what he or she is learning (Wandel, 2008).  Lectures could be made from the syllabus highlighting weekly concepts into a video format that could be inserted in the materials page or the course materials tab in the virtual classroom.  Breaking down concepts in a visual format using a traditional classroom setting can assist learners with comprehension and understanding of what he or she needs to learn.  Facilitators could make these videos or a trained staff could make presentations for each curriculum.

The last recommendation is to incorporate a link that will connect students to UoP technical support (tech support) to address issues one is experiencing or to obtain assistance with website navigation.  The current process is to call the technical support hot line; this requires wait periods and can lead to frustration when one connects to a voice message.  The online video chat with tech support will provide faster customer service and improve customer relations between the university and the students.  The student will obtain answers to questions and resolutions to problems faster than using a phone to make a call.

This the fourth and final discussion about the technology employed by University of Phoenix to support adult education and training.  Please feel free to return to previous discussions by clicking the links below.  We appreciate your participation in our discussion and we look forward to reading your comments.

1.  What technologies are currently in use?
2.  How does the organization manage those technologies?
3.  How does the organization address concerns such as the type and size of bandwidth and the capability of implementing web 2.0 tools?
5. References