Case Study: Technology And The Resistant Learner CUR 516 Mar

4 Case Study: Technology and the Resistant Learner CUR 516 March 2, 2020

At Northwest Community College, the course BUS 267: e-Business is designed to educate adult learners on conducting electronic business-to-business and business-to-consumer transactions. This course covers topics such as utilizing technology for business, e-marketing strategies, and legal and ethical considerations for e-transactions. The course emphasizes the importance of technology in modern e-commerce, including the use of platforms like Shopify for order management, Shipstation for shipping logistics, and Google Analytics for tracking website performance. Additionally, students learn about the critical aspects of web design and digital advertising strategies involving Google and Facebook ads to attract and convert traffic.

Most students in this course are adult learners, typically over the age of 25, often balancing education with work and family commitments. They might have previous college experience but may have delayed further education due to life obligations. These learners possess considerable life experience and are motivated to pursue degrees or certifications to advance their careers. Managing time efficiently amidst responsibilities at work, home, and school is crucial for these students. As they engage with new and pervasive technology, their resistance to technological tools becomes a significant barrier in their learning process.

Multiple reasons contribute to this resistance. One is a perception that the coursework, especially technology components, is irrelevant or unnecessary for their job or personal goals. Many adult learners regard technology as intimidating or overwhelming, especially if they did not have exposure to such advancements during their previous educational experiences. Some students adopt passive behaviors — pretending to participate by taking notes without engagement or avoidance of technology altogether—due to discomfort or fear of incompetence. Others display confrontational attitudes by questioning the legitimacy of technological tools or attempting to demonstrate their ability to perform tasks without them, aiming to challenge the perceived necessity of technology in their learning.

Kasworm (2008) highlights that resistance can also manifest through vocal skepticism and attempts to discredit technological approaches by pointing out perceived discrepancies between academic content and real-world applications. This resistance poses challenges for educators striving to incorporate technology effectively within adult education. It is essential to recognize these behaviors and develop strategies to mitigate resistance by demonstrating the relevance and benefits of technology in business contexts, fostering confidence, and providing adequate support.

To overcome resistance, instructors and institutions must emphasize the practical application of technology in business, illustrating how proficiency in these tools enhances employability and operational efficiency. Creating a supportive learning environment that encourages patience, gradual learning, and peer collaboration can diminish intimidation and foster acceptance. For example, integrating real-world cases and hands-on exercises with platforms like Shopify or Google Analytics can make the content more tangible and less abstract, emphasizing the tools’ relevance to students’ current or future careers.

Furthermore, addressing students’ emotional and psychological barriers through mentoring or counseling, and offering flexible learning options, such as asynchronous modules or additional technical tutorials, can facilitate better engagement. Recognizing individual differences and adopting differentiated instruction methods may also cater to varying comfort levels with technology, enabling more inclusive participation. It is crucial for educators to build trust and rapport, creating a classroom culture that values continuous learning and adaptation, which is vital given the rapid pace of technological change in business environments.

Business education, especially in the digital age, demands that both educators and students embrace technological advancements. Addressing resistance requires understanding its roots—whether perceived irrelevance, intimidation, passive behavior, or confrontational attitude—and implementing tailored strategies to foster technological acceptance. By doing so, educators can empower adult learners to become confident, competent users of essential business technologies, ultimately supporting their professional growth and organizational success.

References

• Course Catalog: Business. (n.d.). In Northwest Community College.
• Kasworm, C. (2008). What Are They Thinking? Adult Undergraduate Learners Who Resist Learning. Journal of Research in Innovative Teaching, 1(1).
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