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• W2549820290 abstract "Background. Online learning, a phenomenon prophesized by Canadian communications media guru Marshal McLuhan in the 1960s, is becoming popular among learners for both its schedule flexibility and learning autonomy. However, up to 50% of online learners drop out of their courses, apparently dissatisfied with their learning experience. Several studies have been conducted recently to determine both the cause and to identify strategies to mitigate this alarming statistic. Objectives. The newest generation of Canadian online learners, Millennials aged 19-30 in 2016, will soon become the dominant generation of post-secondary learners. Millennials have become accustomed to Constructivist pedagogy through their primary and secondary schooling. This project endeavours to determine whether applying Constructivist strategy to the postsecondary online-course setting, specifically increased instructor presence and active participation, would optimize Millennials’ online-learning experiences by increasing their levels of satisfaction. Method. A review of current literature was conducted to identify successful Constructivist online-course delivery strategies. Instructor presence was ascertained as the strategy instructors had the most control over and therefore the easiest for instructors to refine. Semi-structured interviews were then conducted with six Millennials, all currently enrolled in accredited post-secondary programs with fewer than five post-secondary online courses completed. Data was gathered on their reflections of and their satisfaction with each of their online-course instructor’s presence in the areas of communication, availability, presence in activities, and feedback. Results. Learners valued the learning experience, knowledge construction, and skill development over quantitative achievement in their online courses. All six sought active instructor participation at the onset and throughout their online courses to overcome key learner challenges identified during the interviews. Based on their interview data, several key strategies were generated for instructors to implement a Constructivist approach to online-course delivery; recommendations were also provided for implementing these strategies in a meta-Constructivist fashion. Conclusions. It was discovered that the Millennial learners interviewed had indeed become normalized to Constructivist pedagogy: they expected and would have benefited from a higher frequency and quality of instructor presence in their online learning. These findings complement those of the literature review, so it is recommended that online-course instructors adopt an enhanced approach to their online-course presence to optimize learner satisfaction and decrease learner attrition. Further development of a Constructivist online-course pedagogy is also desirable, as is formal instructor training in this regard." @default.
• W2549820290 created "2016-11-30" @default.
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• W2549820290 date "2016-07-19" @default.
• W2549820290 modified "2023-09-23" @default.
• W2549820290 title "McLuhan had it right: Constructivist strategies to optimize millennial learner satisfaction in the post-secondary online-course setting" @default.
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• W2549820290 doi "https://doi.org/10.7939/r36688n14" @default.
• W2549820290 hasPublicationYear "2016" @default.
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