Application of Adult Learning Theory in Distance Learning

2011 ◽  
pp. 1106-1127
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Virtual Learning ◽  
Learning Preferences ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

Application of Adult Learning Theory in Distance Learning

2010 ◽  
pp. 14-35
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Virtual Learning ◽  
Learning Preferences ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

Perception of Communication in Virtual Learning Environments

2019 ◽  
pp. 1973-1987
Author(s):  
Latonia M. Ayscue
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Design Process ◽  
Virtual Learning ◽  
Sensory Systems ◽  
Learning Objectives ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Instructional Design Process ◽  
Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

Putting Paint to Canvas

2021 ◽  
pp. 1156-1176
Author(s):  
Clavon Byrd ◽  
Sean T. Lansing
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Descriptive Feedback

The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.

Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles

2017 ◽  
Vol 14 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Christopher B. Beard
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Christian Education ◽  
Spiritual Formation ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Learning Theories ◽  
Adult Learning Theories

In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and principles of adult learning theory found in the literature that have not previously been articulated, focusing on missional spiritual formation and the adult learning theories of andragogy and transformative learning.

Perception of Communication in Virtual Learning Environments

2016 ◽  
pp. 25-39
Author(s):  
Latonia M. Ayscue
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Design Process ◽  
Virtual Learning ◽  
Sensory Systems ◽  
Learning Objectives ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Instructional Design Process ◽  
Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners

2019 ◽  
pp. 63-87
Author(s):  
Nirupama Akella
Keyword(s):  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Traditional Learning ◽  
Learning Needs ◽  
Online Classroom ◽  
Online Classrooms ◽  
And Performance

Does andragogy successfully satisfy non-traditional learning needs and demands of a contemporary knowledge and performance-oriented economy? In her chapter on designing caring and inclusive online classrooms for non-traditional learners, the author explores the adult learning theory of andragogy supplementing it with an autoethnographic case study listing andragogical teaching strategies and then questions the need and validity of andragogy as the comprehensive holistic adult learning theory and model to design, develop, and implement online learning environments based on the three focal elements of caring, diversity, and cultural inclusivity for non-traditional learners. The author argues for the contemporary learning theory of heutagogy as the mantra of the knowledge and performance-oriented society.

The Development of a Model for the Design of Motivational Adult Instruction in Higher Education

1993 ◽  
Vol 22 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Roy M. Bohlin ◽  
William D. Milheim ◽  
Karen J. Viechnicki
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Instructional Designers ◽  
Assessment Instruments ◽  
Adult Instruction ◽  
Prescriptive Model ◽  
Motivational Needs ◽  
Motivation Model

This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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