Conclusions about the Learning Design and Experience

At the beginning of the case study I had two questions: 1) what was the motivation for Sam to return to higher education and pursue her master's degree at this stage in her life? and 2) what was the impact, if any, of prior knowledge and experience on the current venture?  Not only did I obtain substantive answers to those questions, I uncovered evidence of two theories not prominent in my mind at the time.  Through the process of this case study I saw in action the construct of sigficant learning as proffered by Dr. Fink, and the principles of designing multimedia instruction put forth by Mayer.  

Motivation for the adult learner differs from that of high school students and traditional college students.  The impetus for furthering ones education often entails more instrinsic dimensions.  This is not to say that external motivators are not present.  However, for a student such as Sam, highly accomplished within her field and with many years of experience under her, the desire to confront this task stems largely from her own desires to continue to learn as much about that field as she can. The sense of pride and accomplishment she feels from that expanded knowledge is evidence of that, as is the sense of excitement she feels at what she is to learn in the future.

The impact of Sam's formidable resume of experience and education on her current adventure is hard to gauge at this early stage in that journey.  As she is in week 2 of her first class for her master's degree, the evidence of the connection between the former and the current is negligble.  Anecdotally, Sam believes that her twenty years of job experience coupled with the recent completion of her bachelor's degree will positively affect the learning she will encounter and vice versa.  She will be able to view situations from different perspectives as a result of her education.

The strengths of the learning design and experience that I observed are the adherence to Mayer's Principles of Designing Multimedia Instruction and the engagement with the Construct of Significant Learning.  

Learning Management System design and layout, as well as thoughtful and intentional multimedia presentation demonstrates the Principles of Designing Multimedia Instruction.

Significant Learning is evidenced by the inclusion of the six categories of the taxonomy created by Dr. Fink.  With the presence of significant learning, it ensures a sustainable change within Sam, one that will have a crucial impact on her with her future efforts.

This case deepened my understanding of the impact of motivation on adult learners, as it is frequently an optional enterprise for them.  In order to be successful in that undertaking, the learner must have high intrinsic motivation.  It also strengthened my comprehension of how the design and presentation of material can impact the overall learning process through the introduction of extraneous load, distraction, and a failure to create a sense of social presence.

Recommendations

While this case study was not about Chamberlain University, I found that they provided a very welcoming and productive environment in which to learn.  The areas I have noted where they fell short are a result of the format and are not able to be remedied without a detriment to the program and overall learning function.  CU "faltered", as I stated in the Analysis section, in adhering to the principles Mayer's put forth for Managing Essential Processing.  There are some areas where they fell short of complete maintenance to his principles due to the structure of the course itself.  A formal, structured program such as the MSN cannot adhere to The Segmenting Principle and allow students to engage in learner-paced segments of material.  They also cannot realistically present all material in narrated form in order to obey The Modality Principle.

For these reasons, and the positive remarks made in the full Analysis section, it is my recommendation that Chamberlain University continue to engage in the current learning design and experience presented to students.