Adult Learners' Perception on Whether Educational Technology Can Augment, Limit or Replace the Human Element

Abstract

This research aims to study whether educational technology is enhancing or limiting the human element. A quantitative survey, in the form of a self-administered questionnaire, was conducted amongst 134 adult learners following Level 6 part-time courses offered at MCAST, aged ≥ 21 & ≤ 56 years. The first part of the questionnaire consisted of a descriptive analysis whilst in the second part, linear multiple regression analysis was performed to assess the students overall learning experience (dependent variable) vis-à-vis different teaching scenarios consisting of different levels of technological usage. Primarily, it resulted that all the participants ($\mathrm{n}=134$) are connected to the world of digital information via their smartphones and other telecommunication devices. Moreover, the vast majority (40%) of the students spend more than four hours a day on the web. Nonetheless, the results indicate that the participants strongly rejected the idea of minimizing or replacing the role of the educator. In the second part of the questionnaire, blended learning (mixed mode) emerged as the strongest predictor. Lastly, none of the students ($\mathrm{p} > 0.05$) opted for the traditional face-to-face lecturing without use of technological tools thereby indicating that the mode of teaching has become obsolete.