scholarly journals E-Learning and Transformative Learning in Adult Training

2019 ◽  
Vol 9 (2) ◽  
pp. 17
Author(s):  
Evgenia Pavlakou ◽  
Konstantinos Kalachanis ◽  
Sophia Kefali ◽  
Eleni Tsiouni
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Transformative Learning ◽  
Cultural Context ◽  
Asynchronous Communication ◽  
Temporal Constraints ◽  
E Learning ◽  
Video Presentations ◽  
Perceptual Systems ◽  
E Mail

Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.

scholarly journals Editors’ Introduction to the Special Issue of the Journal of Transformative Education on Assessing Transformative Learning

2021 ◽  
Vol 19 (4) ◽  
pp. 295-305
Author(s):  
Kris Acheson ◽  
John M. Dirkx
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Postsecondary Education ◽  
Cultural Context ◽  
Transformative Education ◽  
Special Issue ◽  
Jack Mezirow ◽  
Education Community ◽  
Definition Of ◽  
Over 40 Years

Over 40 years ago, Jack Mezirow introduced the idea of transformative learning (TL) to the adult education community. Representing a profound shift in how one thinks and feels about one’s self and the socio-cultural context in which one is embedded, transformative learning has since evolved to reflect numerous theoretical lenses and its framework continues to be extended and elaborated. As TL theory expands within different contexts and across different disciplines, particularly within postsecondary education, the term transformative learning is often employed with scant connection to the theoretical framework in which it was initially grounded. Learners and educators alike frequently describe learning experiences as transformative, yet little consensus exists around a definition of transformative leaning However, if the field is to continue to evolve theoretically, we cannot accept these claims of transformation at face value. The phenomenon must be measured in some manner. The field continues to struggle with several perennial issues related to assessment. This special issue of the Journal of Transformative Education seeks to address the need to wrestle with these underlying theoretical and conceptual issues by critiquing the state of the field, introducing new approaches to operationalizing the phenomenon, and advancing new trajectories for research. We approach this charge through two major threads explored through eight papers that represent Methodological Innovations and Cases of Methodological Application. We close this introduction to the Special Issue with key themes represented in the eight papers and recommendations for addressing the challenges of assessing the processes and outcomes of transformative learning.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development

2013 ◽  
Vol 14 (3) ◽  
pp. 59 ◽  
Author(s):  
Hendrik Daniël Esterhuizen ◽  
Seugnet Blignaut ◽  
Suria Ellis
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Distance Learning ◽  
Transformative Learning ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Custom Made ◽  
E Learning

<p>This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a <em>t</em>-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of <em>looking in</em> and<em> looking out</em> from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.</p>

scholarly journals PROMOTING DISTANCE E-LEARNING AND MOBILE LEARNING

2020 ◽  
pp. 114-119
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Information Use ◽  
The Internet ◽  
Internet Technologies ◽  
E Learning ◽  
Search For Information ◽  
E Mail ◽  
New Phase ◽  
Day By Day

It is becoming increasingly clear that the education system of our country is undergoing significant changes. It is gratifying that distance learning is widely used, along with other forms of education. It is no secret that many people use the Internet only to read the news, search for information, use e-mail or sell rumors. The possibilities of the Internet are growing day by day. A new phase of Internet use has begun, which means that the Internet has been introduced in various fields. Internet technologies: distance learning, e-libraries, telemedicine, telemetrology, e-business, e-shops, etc. Below are brief but basic descriptions of these technologies.

Concepts, Issues, and Challenges of Virtual Universities

2011 ◽  
pp. 316-322
Author(s):  
Yukiko Inoue
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Learning Environments ◽  
Distributed Learning ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Academic Education ◽  
Collaborative Interactions ◽  
Virtual Universities ◽  
E Learning

Although the phrase “virtual learning environment” (VLE) is commonly used, there are others that point to similar concepts of distance learning (DL), such as telematics learning environments, distributed learning environments, and e-learning; VLEs are online domains allowing both synchronous and asynchronous collaborative interactions among teachers and learners (Barajas, 2002). Briefly, DL and VLE are the mechanism and maintenance of virtual universities (VUs). The Internet-based VLE will gain increasing importance in the future for academic education as well as for lifelong continuing adult education (Hutten, Stiegmaier, & Rauchegger, 2005).

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 229-256
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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