Real World Collaborative Projects Increasing Self-Directed Learning in Online Master's Programs

2016 ◽  
pp. 168-185
Author(s):  
Jennifer Courduff ◽  
Jessica Cannaday
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Graduate Programs ◽  
Real Life ◽  
College Campuses ◽  
Self Directed Learning ◽  
Master's Programs ◽  
Directed Learning ◽  
Online Format ◽  
Meaningful Connections

College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.

scholarly journals Methodologies for Teaching English to Adult Students in Spanish Vocational Education Programs

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sergio Castañeda
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Language Production ◽  
Real Life ◽  
Teaching English ◽  
Structured Interviews ◽  
Diverse Classrooms ◽  
Diverse Groups ◽  
Older Adult Learners

This paper explores strategies used by teach- ers of English in Spain to compensate for learning limitations  associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different voca- tional programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning Eng- lish in age-diverse classrooms. The findings specifically indicate that older adult learners face numerous obstacles in oral compre- hension and language production because of the translation and grammatical method- ologies with which they were educated. A further obstacle is their younger classmates’ linguistic superiority. Special attention  is paid to the methodologies used by teachers of age-diverse groups, including material speci- ficity, real-life practice, repetition and system- atization, skill-oriented tasks, and collabora- tive or cooperative learning.

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.

ICT as a Catalyst in Problem-Based Learning Processes?

2013 ◽  
Vol 4 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Robert Holmgren
Keyword(s):  
Time Perspective ◽  
Course Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Processes ◽  
Self Directed Learning ◽  
Teaching Culture ◽  
Directed Learning ◽  
Problem Solving Process ◽  
The Impact

This article focuses on the impact on learning processes when digital technologies are integrated into PBL (problem-based learning) oriented distance training. Based on socio-cultural perspectives on learning and a comparative distance-campus as well as a time-perspective, instructor and student roles, and learning activities were explored. Interviews with instructors and students were collected from the two study modes at the beginning and at the end of the training period. The results showed that online PBL, compared to campus-based PBL, evolved towards a more individual, real-life and literacy-oriented problem-solving process with supervising instructors and self-directed learning among students. The follow-up study in the latter part of the training showed that the extended technology integration resulted in both phases of dissemination and normalization. The development in online PBL affected both the course design and educational talks throughout the training. However, the prevailing teaching culture and educational deficiencies of new instructors contributed to a gradual normalization of the online PBL.

The Socratic Way and Adult Learning

2019 ◽  
pp. 110-123
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

Exploring Future Seamless Learning Research Strands for Massive Open Online Courses

2015 ◽  
pp. 2126-2140
Author(s):  
Inge de Waard ◽  
Nilgun Ozdamar Keskin ◽  
Apostolos Koutropoulos
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Learning Collaborative ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Body Of Knowledge ◽  
Seamless Learning ◽  
Directed Learning

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the Mobile Seamless Learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation, can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

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.

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