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Teachers' Role in Enhancing Adult Learners' Sense of Autonomy, Competence, and Involvement in Online Higher Education: Learning From an Australian Transnational Higher Education Provider

Teachers' Role in Enhancing Adult Learners' Sense of Autonomy, Competence, and Involvement in Online Higher Education: Learning From an Australian Transnational Higher Education Provider

Mamun Ala, Sehrish Shahid, Saadia Mahmud, Kuldeep Kaur, Syed Mohyuddin
ISBN13: 9781668452264|ISBN10: 166845226X|EISBN13: 9781668452271
DOI: 10.4018/978-1-6684-5226-4.ch009
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MLA

Ala, Mamun, et al. "Teachers' Role in Enhancing Adult Learners' Sense of Autonomy, Competence, and Involvement in Online Higher Education: Learning From an Australian Transnational Higher Education Provider." Handbook of Research on Developments and Future Trends in Transnational Higher Education, edited by Gareth Richard Morris and Li Li, IGI Global, 2023, pp. 177-192. https://doi.org/10.4018/978-1-6684-5226-4.ch009

APA

Ala, M., Shahid, S., Mahmud, S., Kaur, K., & Mohyuddin, S. (2023). Teachers' Role in Enhancing Adult Learners' Sense of Autonomy, Competence, and Involvement in Online Higher Education: Learning From an Australian Transnational Higher Education Provider. In G. Morris & L. Li (Eds.), Handbook of Research on Developments and Future Trends in Transnational Higher Education (pp. 177-192). IGI Global. https://doi.org/10.4018/978-1-6684-5226-4.ch009

Chicago

Ala, Mamun, et al. "Teachers' Role in Enhancing Adult Learners' Sense of Autonomy, Competence, and Involvement in Online Higher Education: Learning From an Australian Transnational Higher Education Provider." In Handbook of Research on Developments and Future Trends in Transnational Higher Education, edited by Gareth Richard Morris and Li Li, 177-192. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5226-4.ch009

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Abstract

This chapter draws from the learning from an Australian transnational higher education provider in enhancing adult students' sense of belonging, engagement, and interactions. The literature suggests that student engagement and motivation could be enabled by fulfilling certain needs such as autonomy, competence, and relatedness or involvement. The chapter also explores some strategies that could be adopted by teachers to promote behavioural, cognitive, emotional, and agentic engagement in online adult learners. It is argued that regular customized communication by online teachers using email and learning management systems can promote teaching presence, as well as student engagement and motivation. This approach is in line with the notion of community of enquiry, a social constructivist model of learning process that suggests that educational experience takes place at the intersection of social, cognitive, and teaching presences. Other strategies, namely the effective use of breakout rooms during an online class, the emphasis on reflective learning, and the use of stories in an online classroom, are also discussed.

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