Comparing Adult Learners' Expectations of Ideal Course Environments Focused on Task Orientation, Teacher Support, and Student Influence

Amanda J. King-Spezzo, University System of Georgia
E-Ling Hsiao, Valdosta State University
Ellen W. Wiley, Valdosta State University
Larry P. Wiley, Valdosta State University

Abstract

Exploring adult learners’ expectations of ideal course environments is essential since the social climate of courses influences students’ learning outcomes and persistence. This study investigated adult learners’ expectations of ideal course environments focused on task orientation, teacher support, and student influence using two versions of the ACES scale. In total, 170 participants completed both the face-to-face and online versions of the survey. The results showed no significant differences between adult learners’ expectations of ideal course environments in relation to task orientation, teacher support, or student influence. Gender and race/ethnicity were found influencing their expectations of ideal online course environments in relation to task orientation and/or teacher support. 

Keywords: adult learners, face-to-face course environment, online course environment, age, gender, race/ethnicity, ACES Scale, social climate