| Adults learn best when they construct ideas and meaning that are problem based, that relate to their individual experiences, and that result from social interactions and collaboration with their peers. The emergence of social technology provides more opportunities for adult online students to engage with peers through online networking and interactions. However, knowledge regarding the integration of social technology into adult learning is limited and current theories applied to online education fail to address how adults operate and learn in a social online setting. Increased knowledge regarding how adult perceptions of social technology relate to their learning success may improve adult online teaching and learning processes. The purpose of the study was to use the classic grounded theory method to investigate the perceptions of adult online learners with regard to social technology as a tool to enhance online learning. Participants in this study included 15 current or recent adult online doctoral students who had experience with social technology in distance education. Participants were recruited from two online communities that are associated with the Northcentral University, Prescott Valley, Arizona. All data were collected through one-on-one Skype or telephone interviews, field notes, and memos. Data were coded according to classic grounded theory method guidelines, and were continuously compared and analyzed until no new information was revealed and a theory emerged. The theory of navigating networks explains patterns of behavior that adult online students apply to obtain information relevant to their studies and to interrelate with their peers in social online spaces. Adult online students navigate networks in response to a perceived lack of academic information and a perceived lack of interpersonal interactions. The presence of either or both conditions can lead to confusion, anxiety, isolation, or dissuasion. To resolve this, adult online students investigate particular spaces within and beyond their learning institution. When navigating networks, adult online students use a complex, systematic 3-stage process of investigation, discovery, and engagement. Areas for future research include investigating the instructor perspective, research relating to differences in the needs and perceptions of post graduate versus undergraduate students, and to extend the navigating networks theory beyond the current area under investigation. |
