E-learning Experiences of Adult Learners from Nigeria: A Narrative Inquiry

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atmire.migration.oldid4836
dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorATAKE, RITA
dc.contributor.committeememberArthur, Nancy
dc.contributor.committeememberJacobsen, Michele
dc.date.accessioned2016-09-01T14:46:28Z
dc.date.available2016-09-01T14:46:28Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe cultural impact on adult learners from other cultures who bring their narrative and cultural histories to the Canadian e-learning context can be great. This research study examined how adult learners from Nigeria describe, understand, and interpret their e-learning experiences in Canada. Based on social constructivism (Fosnot & Perry, 2005; Garrison, Anderson, & Archer, 2000; Lave & Wenger, 1991; Vygotsky, 1978) and using Hofstede’s (1983) cultural dimensions theory as a conceptual framework, findings from this study indicated that asynchronous e-learning environments can become sites of struggle, and present barriers to the learning experience of adult learners from Nigeria. The literature reviewed for this study examined three main areas: culture and learning styles; e-learning and adult education; and epistemological diversity. Drawing from Connelly and Clandinin’s (2000) three-dimensional narrative inquiry space, stories of past educational experiences in Nigeria and of interactions in the asynchronous e-learning context in Canada were elicited from participants using open-ended semi-structured interviews. Data analysis was performed using a two-fold approach based on Polkinghorne’s (1995) narrative analysis and an analysis of narrative. By using this augmented approach, I aimed to give voice to the experiences of adult learners from Nigeria whose voices are rarely included in the literature on culturally responsive e-learning. Key findings from this study indicated that asynchronous e-learning can present challenges to adult learners from Nigeria as a result of three factors: unfamiliarity with using technology for higher education purposes; the reliance on written text for teacher, student, content interactions, and communication; and an increased requirement for self-regulation and self-directed learning that is complicated by distance education. Recommendations were offered to adult educators for designing and facilitation e-learning programs, as well as to culturally diverse adult learners for successful engagement in e-learning.en_US
dc.identifier.citationATAKE, RITA. (2016). E-learning Experiences of Adult Learners from Nigeria: A Narrative Inquiry (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25854en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25854
dc.identifier.urihttp://hdl.handle.net/11023/3248
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Adult and Continuing
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Higher
dc.subjectEducation--Teacher Training
dc.subjectEducation--Technology
dc.subjectEducation
dc.subject.classificationE-LEARNING IN CANADAen_US
dc.subject.classificationCultureen_US
dc.subject.classificationNIGERIANS AND E-LEARNINGen_US
dc.subject.classificationnarrative inquiryen_US
dc.titleE-learning Experiences of Adult Learners from Nigeria: A Narrative Inquiry
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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