Chapter 4: Digital Learning Objects à La Carte: Inclusive, Equal Access to Quality Research Support for Adult, Online Learners

In 2015, the United Nations (UN) convened and introduced the 2030 Agenda for Sustainable Development. With these 17 goals, the UN set forth to make the world a better place to live in. In this research, the authors focus on Goal 4, which urges that higher education systems provide all people, no matter age, gender, or race, a quality education. Unfortunately, the traditional college or university class environment, both face-to-face and online courses, are not always designed to meet the needs of the adult, online student. The question of equitable education is raised in looking at the structure of online classes and whether students enrolled in them are provided the tools needed to succeed. The authors explore the creation, implementation, and overall effectiveness of digital learning objects (DLOs) in online classes for such students. The authors considered learners’ differing abilities and backgrounds, and in using instructional design theories, the lead author created DLOs in an à la carte style so that students may use them as their time and need permits. Specific DLOs were created for an online cohort of graduate education students at a state university. One graduate student from that course used DLOs to complete her research for the course, which was then submitted to and published in an international, peer-reviewed, online journal; that same graduate student used the same DLOs with her high school juniors. There were a few limitations to DLO creation and implementation. Overall, they found that the DLOs successfully aided both adult, online learners, and non-traditional high school students. The authors found that DLOs successfully addressed gaps in higher education learning, and that its implementation is recommended to address the digital divide for adult online learners and all higher education students.