Ambiguity Intolerance and the Adult Online Learner

As Web_2.0 technologies redefine the learning space, apprehension in the adult learner toward technology and alternative instruction could represent a significant barrier to an effective teaching and learning experience. Although tolerance for ambiguity has been highlighted as important in the development of creative, integrative thinking in the college setting, few studies have examined ambiguity tolerance and anxiety in response to uncertainties introduced in the virtual classroom. This presentation will share the design and initial results of a mixed methods study to ascertain the effect of meta-instruction in ameliorating ambiguity intolerance in the adult learner in innovative or atypical learning environments.