Marketing and Promoting Online Adult Education

2011 ◽  
pp. 41-55
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Classroom Teaching ◽  
Education Programs ◽  
E Learning

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e.g., e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional, four walled classroom teaching. Some of the major issues revolving around online education and adult learners such as policy, access, completion, and equity have been addressed in this chapter. The purpose of this chapter is to show it’s possible to rely on practice and research to harness the great, yet untapped potential of online education to market and promote online education programs, especially among adult learners. Marketing and promoting online education programs are equally as important as helping adult learners learn.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

Online Adult Education

2010 ◽  
pp. 506-520
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
E Learning

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e.g., e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners such as policy, access, completion and equity have been addressed in this chapter. The purpose of this chapter is to show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs especially among adult learners. Policy, access, completion and equity must be well addressed if online adult education is to be employed effectively and efficiently.

Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Justification Based on Rational Training

2010 ◽  
pp. 146-165
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Sense Of Self ◽  
Cultural Critique ◽  
Learning Needs ◽  
Exploratory Case Study ◽  
E Learning ◽  
Worker Identity ◽  
And Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

Harnessing the Tiger of Emerging E-Learning Platforms

2021 ◽  
pp. 29-52
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

scholarly journals The situational approach in adult education: Modeling situations using the vee diagram

2021 ◽  
Vol 9 (2) ◽  
pp. 032-042
Author(s):  
Jamal Barhone ◽  
Omar Erradi ◽  
Maha Khaldi ◽  
Mohamed Erradi ◽  
Mohamed Khaldi
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Educational Research ◽  
Situated Learning ◽  
Design Development ◽  
Learning Situation ◽  
Modified Model ◽  
E Learning

Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 551-585
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 419-451 ◽  
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

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