Enabling Creative Blended Learning for Adults through Learning Design

2014 ◽  
pp. 279-295
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

Enabling Creative Blended Learning for Adults through Learning Design

2012 ◽  
pp. 257-273
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana

2021 ◽  
pp. 185-203
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Directed Learning ◽  
Global North ◽  
University Of Ghana

Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

eLearn ◽  
2021 ◽  
Vol 2021 (9) ◽  
Author(s):  
Anita Samuel ◽  
Steven Durning ◽  
Holly Meyer
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Discussion ◽  
Discussion Board ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Online Discussion Board ◽  
Hands On ◽  
Directed Learning ◽  
Evaluation Survey

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called ?onboarding,? was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning

Learning Theories & Their Application to Science Instruction for Adults

2012 ◽  
Vol 74 (6) ◽  
pp. 387-390 ◽  
Author(s):  
Christa Bass
Keyword(s):  
Experiential Learning ◽  
Educational System ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Biology Education ◽  
Colleges And Universities ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Post Secondary ◽  
Directed Learning

It has become apparent through the work of many researchers and practitioners that adults learn differently than their younger counterparts in the educational system. This is especially important to those educators teaching in colleges and universities in the sciences. Biology education in the post-secondary setting is inundated with teachers who know biology backward and forward but lack the skills to effectively teach that knowledge to others. By applying the theories of andragogy, transformational learning, and experiential learning, and by integrating practices of self-directed learning and critical reflection, we can improve the effectiveness of biology education in American colleges and universities.

Towards Blended Learning Designs Fostering Adults' Social Capital

2019 ◽  
pp. 55-80
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

Transforming Online Learning Beyond the Digital Data

2020 ◽  
pp. 182-201
Author(s):  
Haniffa Beevi Abdul Jaleel ◽  
Pauline Teo Hwa Ling
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Digital Data ◽  
Self Directed Learning ◽  
Online Classroom ◽  
Directed Learning ◽  
Character Building

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.

Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

2019 ◽  
Vol 6 (2) ◽  
pp. 09-16
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Experiential Learning ◽  
Prospective Teachers ◽  
Learning Model ◽  
Chemistry Laboratory ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Post Test ◽  
Directed Learning ◽  
Group Interviews

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry. Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

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