Date of Conferral
2017
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Kriesta Watson
Abstract
Female baby boomer students (born 1946-1964) need to augment their skills in mobile collaborative learning because current knowledge of technologies is essential for making informed decisions. The purpose of this study was to determine the need to promote technologies based on the experiences of female baby boomer students. Andragogy and constructivism provided the conceptual framework for this research. The research questions were devised to investigate female boomer students' collaborative experiences using smart devices and barriers to their adoption of technology. This phenomenological study included 8 participants from a Canadian university recruited through purposeful sampling. Per the Modified Stevick-Colaizzi-Keen method, data were simultaneously collected via interviews, analyzed by coding, and organized into themes until saturation. Age was the main deterrent for technology adoption, and obstacles included embracing a new process, feeling that information was secure, and resolving technical difficulties. Results indicated that female baby boomer students were not ready to lead in the use of mobile collaborative learning and could not maintain rapid technological changes. Mature students may need training in cloud computing; a 1-semester blended course was proposed to enable these students to learn mobile technologies and collaborative skills. This study identifies the technology learning needs of baby boomer students, which will help those looking for ways to teach students in this age range. When leaders in their field of study know how to use current technologies, they will be more productive in their communities.
Recommended Citation
Chun, Holly CP, "Mobile Collaborative Learning for Female Baby Boomer Students in Canadian Higher Education" (2017). Walden Dissertations and Doctoral Studies. 4611.
https://scholarworks.waldenu.edu/dissertations/4611
Included in
Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Family, Life Course, and Society Commons