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.

scholarly journals Adult learning theories and autoethnography: Informing the practice of information literacy

IFLA Journal ◽  
2019 ◽  
Vol 46 (2) ◽  
pp. 163-171
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Collective Activity ◽  
Directed Learning

The learning theories of self-directed learning and lifelong learning can inform the practice of information literacy in higher education for adult learners. These theories lend themselves to the use of autoethnography, a research methodology that relies on the exploration of lived experiences through reflexivity informed by theory. In conducting an autoethnography on information literacy, its practice appears as both a singular and a collective activity. Multiple ramifications for practice come from this exploration. These ramifications include considerations of choices, barriers, conducive learning environments, informal learning opportunities, and the need for reflection for adult learners. Applying the learning theories of self-directed learning and lifelong learning to the practice of information literacy offers librarians new and useful perspectives on its practice with adult learners.

scholarly journals Transformation of Self-Directed Learning Abilities Among Distance Learner

2014 ◽  
Vol 4 (1) ◽  
pp. 415-421
Author(s):  
Nursyamilah Annuar ◽  
Roziana Shaari
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Great Difficulty ◽  
Working Environment ◽  
Learning Activities ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Distance Learner ◽  
Directed Learning

The results of increase in knowledge, fast-paced technology and changes in working environment leads adult as learners to be more competitive. As potential human resources, adult learners should cultivate their self-directed learning ability in order to be more competitive. However, adult learners still face great difficulty in gaining new knowledge as todays adult learners are still very much lack of readiness to self-direct in learning. It is important for adult learners who pursue distance learning to possess self-directed learning ability. Therefore, one of the options for these adult learners to develop their self-directed learning ability is through the practice in distance learning. This learning provides a platform for adult learners to planning, implementing and evaluating their own learning activities.

scholarly journals Development of a Mathematics On-line Project in Engineering Education

2019 ◽  
Vol 1 (1) ◽  
pp. 257-261
Author(s):  
Filomena Soares ◽  
Ana Paula Lopes ◽  
Anna Cellmer ◽  
Anne Uukkivi ◽  
Carolina Rebollar ◽  
...  
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Tertiary Education ◽  
Early Stage ◽  
Self Directed Learning ◽  
Engineering Mathematics ◽  
Information And Communication ◽  
Directed Learning ◽  
Ict Tools ◽  
On Line

AbstractEmbracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to self-directed learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.

Videagogy

2013 ◽  
pp. 138-147 ◽  
Author(s):  
Peter M. Jonas ◽  
Darnell J. Bradley
Keyword(s):  
Distance Learning ◽  
Video Recording ◽  
Traditional Learning ◽  
The Internet ◽  
Video Content ◽  
Self Directed Learning ◽  
Teaching Technique ◽  
Directed Learning ◽  
Traditional Pedagogy ◽  
Home Computing

Capitalist economics posits that increased competition between entrepreneurs in an economy leads to better, more consumer friendly products. As colleges compete for students, the same could be said for how modern learners have driven traditional pedagogy to new heights. In the last 30 years, education has witnessed the transformation of distance learning via the internet and home computing, the growth and inclusion of non-traditional learning methods, and most recently, the growth of a ubiquitous video culture via the usage of digital video recording, phone cameras, and web vehicles such as YouTube. This chapter attempts to connect research with the practical components of using technology in the form of humorous, short videos as a new teaching technique called videagogy: from the words video and pedagogy, pronounced vid-e-ah-go-jee. Using humorous videos and allowing students to select video content brings self-directed learning to students in a non-threatening way that actually makes them laugh out loud.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

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