Integrating Technology for Effective Adult Education

2010 ◽  
pp. 740-752
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Technologies ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
Evolution Of Technology ◽  
Integrate Technology ◽  
Technological Integration

Teaching and learning anytime anyplace involves integrating technology into teaching and learning. Effective adult education would not occur without integrating technology into teaching and learning. Technological integration involves not only course instructors, adult learners, but also institutions. In addition, this chapter covers the evolution of technology, ranging from correspondence education to Web 2.0 technologies. By reading this chapter, readers will get to know under what circumstances integration of technology is possible and how to integrate technology into teaching and learning. More importantly, readers will change their mentality about integration into teaching and learning in the new century. They will come to the realization that integration of technology into teaching and learning will facilitate learning, not inhibit learning.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals New Trends in Formative-Summative Evaluations for Adult Education

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094100
Author(s):  
Haifa F. Bin Mubayrik
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Self Confidence ◽  
Study Results ◽  
Learner Assessment ◽  
Formative Evaluations ◽  
Evaluation Approaches

The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

Virtually Onboarding and Supporting Adult Students in College Using Web 2.0 Technologies

2010 ◽  
pp. 1013-1030
Author(s):  
Pamela M. Golubski
Keyword(s):  
Academic Success ◽  
Adult Learners ◽  
Web 2.0 ◽  
Adult Students ◽  
Social Adjustment ◽  
Academic Preparation ◽  
Full Time ◽  
Web 2.0 Technologies ◽  
Difficult Time ◽  
College Staff

The transition to college is a difficult time for most students. Students experience changes in interpersonal and social adjustment, academic and career concerns, as well as personal change (Bishop, Gallagher, & Cohen, 2000). For adult learners this transition can be further complicated by working full-time and family responsibilities. Thus, failure of any student to not successfully adjust and acclimate into his or her new college community can greatly affect the student’s persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help new traditional-aged students integrate into a college campus, adult students are often left without an option. Though, an alternative method of orienting, acclimating, and supporting adult learners might be realized through the use of virtual and Web 2.0 technologies. Through this method, college staff and faculty members can onboard adult students to campus by virtually interacting, advising, communicating, and supporting them. Additionally, a virtual onboarding program can encourage adults to socialize with their peers and be acclimated to campus support services and offices, in an effort to increase a student’s social integration and interaction, academic preparation and success, and college adjustment.

scholarly journals Web 2.0 technologies in education

2011 ◽  
Vol 52 ◽  
Author(s):  
Anita Juškevičienė
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Educational Process ◽  
Synthesis Methods ◽  
Technology In Education ◽  
Web 2.0 Technologies ◽  
Online Technologies ◽  
Impact Of Technology ◽  
Teaching And Learning Quality ◽  
The Impact

Information technology is a necessity in every activity, so the application of technology in education is expected to improve teaching and learning quality, student motivation and practical and theoretical knowledge aggregation. One of these types of technology are web 2.0 technologies,which are widely used in the world of teaching and learning process. The article analyzes the impact of technology to educational process, gives the varioususes of online technologies for education examples. The paper uses comparative analysis, research and other work synthesis, methods.  

scholarly journals Real-Time, Real World Learning—Capitalising on Mobile Technology

2020 ◽  
pp. 371-393
Author(s):  
Keith D. Parry ◽  
Jessica Richards ◽  
Cameron McAuliffe
Keyword(s):  
Web 2.0 ◽  
Mobile Technology ◽  
Real World ◽  
Teaching And Learning ◽  
Engaged Learning ◽  
Web 2.0 Technologies ◽  
Emergent Technologies ◽  
Digital World ◽  
Highly Active ◽  
Real World Learning

Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.

Web 2.0 Technologies and the Spirit of Online Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 44-53 ◽  
Author(s):  
Victor X. Wang ◽  
Valerie Bryan ◽  
Krista Steinke
Keyword(s):  
Active Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Groups ◽  
Web 2.0 Technologies ◽  
Online Teaching And Learning ◽  
Passive Learning ◽  
New Knowledge

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

scholarly journals Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

2021 ◽  
Vol 16 (08) ◽  
pp. 106
Author(s):  
Teldja Gherib ◽  
Tahar Bouhadada
Keyword(s):  
Web 2.0 ◽  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Information Need ◽  
Web 2.0 Technologies ◽  
Synchronous Mode ◽  
Complex Skill ◽  
Shared Information ◽  
Working Together ◽  
Effective Teaching And Learning

Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared information need becomes a collaborative site, it is called Collaborative Information Behavior (CIB). To date, there is no system that fully supports CIB in clinical reasoning learning. This paper focuses on studies conducted in the field of CIB. In addition, research related to the clinical reasoning learning in medical pedagogy is also considered. A model dedicated to the design of a collaborative clinical reasoning behavioral environment in synchronous mode is proposed. The proposed model was concretized by a collaborative environment supporting behavioral competencies in collaborative clinical reasoning based on Web 2.0 technologies (MEDcollab), which aims to make student learning visible and accessible to educators.

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