The literature review on adult learning and online degree programs was used as the source for possible driving and restraining forces for our proposed change ‘To facilitate the successful adaptation of adult graduate students to the online learning environment through introduction of a mentorship program’.
Eighteen driving forces and sixteen resisting forces were identified for use in the Force Field Analysis tool. For a baseline score, the members of group D each completed the tool individually, assigning a score ranging from 0 (not applicable) to 5 (strong rating) to each force. Scores were averaged to form the resulting Force Field Analysis detailed below. The total score for the driving forces was found to be greater than that of the restraining forces. This result indicates the change would be successful and also identifies those items that could be targeted to improve the chance of successful change. The data results were influenced by scoring from a mixed seniority group of adult learners; only one of the four members is actually new to online learning. The total score from a group composed of all first time online learners could be considerably different.
Rate each FOR or AGAINST force on a scale of 1 to 5, with 1=weak and 5=strong.
If the force is not applicable to you mark as 0
Forces FOR Change | Score | Change Proposal | Score | Forces AGAINST Change |
Independence/ autonomy as a learner | 3.5 | To facilitate the successful adaptation of adult graduate students to the online learning environment by introduction of a mentorship program. | 4.5 | Multiple responsibilities |
Scheduling flexibility | 3.8 | 3.5 | Lack of time management skills | |
Convenience in taking from home (don’t have to choose between education & family) | 4.8 | 3 | Lack of self discipline / motivation / commitment | |
Accessibility (don’t have to leave workplace to go back to school) | 5 | 3 | No face-to-face contact with faculty or students | |
Availability to any geographic location (don’t have to live in region of the school) | 4.5 | 2.8 | Feelings of isolation | |
Opportunity to interact with students from diverse locations | 2.5 | 2.8 | Socialization amongst students challenging | |
Feeling of being challenged | 3.5 | 4 | Time commitment associated with online course | |
Feeling of personal growth (life long learning) | 4.3 | 3.3 | Technology challenges / lack of computer skills | |
Enjoyment from learning / motivation to excel academically | 4.3 | 3 | Inexperienced faculty with distance education / disappointment with faculty | |
Engagement in the learning community | 3.8 | 2 | Lack of family support | |
Faculty is respected / There is recognition of the adult learner | 3.8 | 1.8 | Lack of support from workplace | |
Have used support systems in the past (Asking for help) | 1 | 4.5 | Feeling overwhelmed by course work | |
Support from classmates | 3 | 3.8 | Falling behind in course work | |
Support from family | 4.3 | 3.5 | High academic expectations of self / fear of failure | |
Support from colleagues/workplace | 2.8 | 3 | Difficulty seeking support/help | |
Strong computer skills | 3 | 1.8 | Financial challenges to pay for program | |
Learning can be applied to your job or is required for advancement | 4.3 | |||
Opportunity to increase financial compensation after graduation | 3.5 | |||
TOTAL FOR | 65.7 | 50.3 | TOTAL AGAINST |
