The Online Learner: Characteristics and Pedagogical Implications

Globalization has stretched the scope of the online learner population from a homogeneous profile of mostly adult, mostly employed, place-bound, goaloriented, and intrinsically motivated to one that is heterogeneous, younger, dynamic, and responsive to rapid technological innovations. This paper describes the emerging characteristics of the online learner and ensuing pedagogical implications and suggests that exploratory and dialogical online learning pedagogical models are most effective for supporting and promoting these characteristics. The research to date has not converged on an archetypal profile of the online learner. Although some situational, affective, and demographic characteristics may cut across this learner population, what seems to be more prevalent is the changing or emerging nature of the online learner and the multiplicity of learning styles and generational differences represented. This situation carries considerable pedagogical implications for the design of online learning environments and necessitates a review of the research to determine the characteristics and skills of the emerging online learner. Determining the characteristics and educational needs of the online learner may not necessarily guarantee success in a distance education course or program (Galusha, 1997). It could, however, significantly help administrators, teachers, and instructional designers understand (a) who is likely to participate in online learning, (b) what factors or motivators contribute to a successful online learning experience, and (c) the potential barriers detering some students from participating in or successfully completing an online course. In order to better understand the characteristics and perceived skills of the online learner and the underlying motivations and barriers that impact successful online learning experiences, a review of the characteristics of the traditional or classic distance education learner is essential.