The Convenience Factor in Education and Learning

Abstract

In a world undergoing dynamic social, environmental, technological, and institutional change, education and learning are touted as essential to solving the world’s problems and continuing civilization’s progress. The average nation spent 4.43% of its gross domestic product on academic, technical, or vocational education (GEM Report, 2020). Despite this global effort, most occupational and educational organizations rely on traditional, deeply institutionalized pedagogical delivery methods to impart learning to the masses (Onwuegbuchulam, 2021). Research dating back to the 1970s shows how such methods are minimally effective and are exasperating barriers to effective learning (Bransford et al., 1999), (Grandstaff, 1976). Compounding these challenges is the rapid evolution and abundance of new technology and media content that often overwhelm populations with information (overload) and social and psychological complexity (Allbeck, 1972). These conditions combined give rise to a phenomenon the author calls the Convenience Factor. First presented at the California Council for Adult Education in 2015, this phenomenon is shared by educators, students, consumers, and teaching institutions (Sealana, 2015). It is argued that the convenience factor minimizes efficacy in learning by emphasizing expediency over thoroughness. Drawing on research from cognitive load theory, gratification theory, rational choice theory, and specifically the notion of "satisficing," an argument is made that students, faculty, and the institutions they represent succumb to the convenience factor. It is further argued that unless populations are appropriately prepared, the convenience factor becomes the default driver for the learning process. A convenience factor-mitigating model, the Andragogical Delivery Method, is proposed to minimize the convenience factor and enhance learning. This theoretical concept paper brings together ideas from various academic disciplines, including cognitive psychology, educational theory, and organizational behavior, to provide a novel perspective on the convenience factor in human learning and its profound implications for the future of education.