Innovative Instructional Strategies with the Use of Technology for Adult Learners

2012 ◽  
pp. 124-142
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Strategies ◽  
Learning Task ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Adult Educator ◽  
Skill Levels ◽  
Use Of Technology ◽  
Learner Preference ◽  
Communication Methods ◽  
Technology Resources

Technology incorporation adds another dimension to instructional design because it requires that the adult educator be skilled enough to design and use technology-enhance instruction as well as diagnose learners’ skill levels and predispositions. Because each media has its unique combination of features, instructional designers should select and create technology resources carefully to best address the learning task and learner preference. Technology-enhanced communication methods are now available for sophisticated instruction and interactive learning among students, educators, and resources: Web 2.0, egaming, video conferencing, and course management systems, as examples. Furthermore, technology-based accommodations can address access to resources as well direct instruction for people with disabilities. In any case, technology-infused instruction requires material and moral support by the organization’s decision-makers.

Innovative Instructional Strategies with the Use of Technology for Adult Learners

2010 ◽  
pp. 170-188 ◽  
Author(s):  
Lesley Farmer
Keyword(s):  
Instructional Strategies ◽  
Learning Task ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Adult Educator ◽  
Skill Levels ◽  
Use Of Technology ◽  
Learner Preference ◽  
Communication Methods ◽  
Technology Resources

Technology incorporation adds another dimension to instructional design because it requires that the adult educator be skilled enough to design and use technology-enhance instruction as well as diagnose learners’ skill levels and predispositions. Because each media has its unique combination of features, instructional designers should select and create technology resources carefully to best address the learning task and learner preference. Technology-enhanced communication methods are now available for sophisticated instruction and interactive learning among students, educators, and resources: Web 2.0, egaming, video conferencing, and course management systems, as examples. Furthermore, technology-based accommodations can address access to resources as well direct instruction for people with disabilities. In any case, technology-infused instruction requires material and moral support by the organization’s decision-makers.

Adult Learners Online

2018 ◽  
pp. 2086-2100
Author(s):  
Adam A. Morris ◽  
Michael T. Miller
Keyword(s):  
Adult Learners ◽  
Instructional Strategies ◽  
Formal Education ◽  
Online Courses ◽  
Learning Experience ◽  
Instructional Designers ◽  
Cultural Differentiation ◽  
Personal Experiences ◽  
Course Experience ◽  
Different Cultures

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately delivered online experience. Adult learners approach formal education differently than younger children (Olsen & Clark, 1977), namely the utilitarian functions of education and the application of learning to personal experiences, and personal needs are paramount to the learning experience (Peters & Associates, 1980). This foundation has a limited element of cultural differentiation and is complicated by using one-size-fits all online courses. Instructors, administrators, and instructional designers must all collaborate to re-think and re-build the effective online course experience: an experience with a hallmark of flexibility and diversified instructional techniques. Effective cultural responsiveness can greatly improve adult learning and potentially respond to a unique group of learner motivations.

scholarly journals Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lan Anh Thuy Nguyen ◽  
Anita Habók
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
English Learning ◽  
Skill Levels ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Technology Applications ◽  
Efl Students ◽  
Students Attitudes ◽  
Digital Knowledge

Abstract The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

scholarly journals Arguments for the definition of the ict skills for prospective teachers: university student perception about the role of teachers of mathematics in secondary

2011 ◽  
Vol 17 (3) ◽  
pp. 757-769
Author(s):  
Yuri Morales López
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Student Perception ◽  
Use Of Technology ◽  
Introductory Mathematics ◽  
Secondary Mathematics Teacher ◽  
Definition Of ◽  
The University ◽  
Technology Resources

In this paper we analyze the main factors (or indicators) that may be present in the use of technology resources, specifically the use of Personal Computer (PC) and, thus, try to infer about possible ways to take advantage of this resource. The main objective of this research was to determine the perception of university students about the role of secondary mathematics teacher, specifically from the technological perspective. For this purpose, we administered a survey to collect information of 264 students in a course of Introductory Mathematics MAX 084, in the first half of 2010 at the Universidad Nacional in Costa Rica. Principally, regarding how the mathematics teacher influenced the development of technological skills, useful for further training at the University.

scholarly journals Pedagogically Sound Learning Objects: Towards a Useful Classification

2021 ◽  
Author(s):  
Daniel Churchill
Keyword(s):  
Conceptual Model ◽  
Learning Objects ◽  
Learning Object ◽  
Small Scale ◽  
Instructional Designers ◽  
Information Object ◽  
Use Of Technology ◽  
Computer Based ◽  
Sound Learning ◽  
Contextual Representation

In spite of the numerous discussions in literature, the learning object remains an illdefined concept. In this paper, rather than attempting to clearly define what a learning object is, I discuss kinds of computer-based creations that might be recognized as a learning object by the community involved in design and use of technology-based educational resources. This discussion is supported by a small-scale inquiry into kinds of learning objects identified from a collection of resources developed by some teachers and instructional designers in Singapore. Six unique categories of potential learning objects were noted and defined through the inquiry: presentation object, practice object, information object, simulation object, conceptual model and contextual representation. These kinds of learning objects are discussed in this paper. The paper opens a possibility for the proposed categories to be challenged or for more categories of learning objects to emerge in further inquiries involving examination of larger repositories of learning objects.

Effective Use of Technology Resources

2016 ◽  
Vol 70 (11) ◽  
pp. 1158-1165
Author(s):  
Yasuhiko Shirota
Keyword(s):  
Use Of Technology ◽  
Effective Use ◽  
Technology Resources

Impacts of MOOCs on Online Learning and Campus-Based Course Design

2018 ◽  
pp. 218-232
Author(s):  
Trang Phan
Keyword(s):  
Instructional Strategies ◽  
Course Design ◽  
Positive Influence ◽  
Transformation Process ◽  
Lessons Learned ◽  
University Education ◽  
Instructional Designers ◽  
College And University ◽  
Conventional Classroom

There are two lines of expert debates on whether MOOCs could improve the overall quality of college and university education in America. Experts like Fiona Hollands believe MOOCs have made positive influence in campus-based classrooms by making the instructors reconsider how they approached their teaching. Yet, others doubted if there would be a broad impact of lessons learned from MOOCs on conventional classroom to be seen anytime soon. This book chapter reports the findings on the pedagogical transformation process between MOOCs and campus-based courses done by faculty who taught the courses in both formats. The degree of employment of MOOC instructional strategies to campus-based teaching practices varied by the instructors and is determined by their on-campus classroom settings, and their willingness to consider adopting their MOOC instructional strategies to their established campus-based teaching styles. Implications for faculty, instructional designers in higher education and professionals in training industry in regards to embracing diversity are presented.

The Future of Learning with Digital Libraries

2009 ◽  
pp. 543-551
Author(s):  
Chang Chew-Hung ◽  
John G. Hedberg
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Learning Task ◽  
Information Gathering ◽  
Learning Activity ◽  
Software Applications ◽  
Use Of Technology ◽  
The Future ◽  
Higher Order Learning ◽  
The Right

While the prospect of using digital libraries for learning becomes more appealing with growing repositories of resources, it is not clear what factors other than the use of technology, determine the learning outcome for an individual. The focus of research on using digital libraries for learning has been on the richness of information that digital libraries afford and on the ability of digital libraries to organize information for information query and research. Any meaningful learning activity using digital libraries must therefore utilize their features for exploration and information gathering around a well designed task or inquiry, to result in effective higher order learning outcomes. The design of the inquiry task is provided by a teacher or even devised by the student, but it is not necessarily inherent within the digital library. However, digital libraries have the capabilities to be more supportive of student learning by providing tools that support processes such as investigation, analysis, transduction of information and scaffolding of inquiry process. Often, students use the digital library for information gathering but turn to other software applications for organizing information and constructing the arguments and learning artifacts for the learning task. While it requires the teachers’—and maybe students’—resourcefulness to choose the right type of tool for the activity, the future of learning with digital libraries rests on integrating supportive tools into a seamless learning environment.

Adult Learners Online

2014 ◽  
pp. 16-30
Author(s):  
Adam A. Morris ◽  
Michael T. Miller
Keyword(s):  
Adult Learners ◽  
Instructional Strategies ◽  
Formal Education ◽  
Online Courses ◽  
Learning Experience ◽  
Instructional Designers ◽  
Cultural Differentiation ◽  
Personal Experiences ◽  
Course Experience ◽  
Different Cultures

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately delivered online experience. Adult learners approach formal education differently than younger children (Olsen & Clark, 1977), namely the utilitarian functions of education and the application of learning to personal experiences, and personal needs are paramount to the learning experience (Peters & Associates, 1980). This foundation has a limited element of cultural differentiation and is complicated by using one-size-fits all online courses. Instructors, administrators, and instructional designers must all collaborate to re-think and re-build the effective online course experience: an experience with a hallmark of flexibility and diversified instructional techniques. Effective cultural responsiveness can greatly improve adult learning and potentially respond to a unique group of learner motivations.

Using Forum Theatre to Develop Various Levels of Thinking Skills among Moral Education Students in Secondary School

2021 ◽  
Vol 12 (3) ◽  
pp. 01-13
Author(s):  
Nadarajan Thambu Et.al
Keyword(s):  
Moral Education ◽  
Analytical Framework ◽  
Thinking Skills ◽  
Study Data ◽  
Instructional Designers ◽  
Education Students ◽  
Skill Levels ◽  
Forum Theatre ◽  
Qualitative Research Design ◽  
Theatre In Education

Purpose –The power of forum theatre in education and various field is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still lacking and limited. At the same time, the development of thinking skills is one of the aims of the moral education curriculum in Malaysia. Therefore, the purpose of this study was to examine the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –This study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observation, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings –The findings of this study reveal that various theatrical activities that underpinned the four elements of forum theatre-(i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play-show the development of students’thinking skill level such as analysing, evaluating, and creating skills. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills (HOTS). Significance –Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Therefore, these findings are beneficial for teachers, lecturers, parents, and instructional designers to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill levels.

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