scholarly journals The Trellis Theory of Adult Online Learning

2014 ◽  
pp. 12-17
Author(s):  
Betsy J. Bannier
Keyword(s):  
Online Learning ◽  
Adult Online Learning

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 52-66 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Teaching And Learning ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning ◽  
Community Of Inquiry Framework

The adult education literature emphasizes community building in order to increase effectiveness and success of online teaching and learning. In this chapter the Community of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in online environments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from an online course. Overall, the research findings showed that students had positive attitudes toward the community developed in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

Andragogy and adult online learning

2020 ◽  
pp. 239-249
Author(s):  
Malcolm S. Knowles ◽  
Elwood F. Holton III ◽  
Richard A. Swanson ◽  
Petra A. Robinson
Keyword(s):  
Online Learning ◽  
Adult Online Learning

scholarly journals Exploring in-service preschool teachers’ conceptions of and approaches to online education

2017 ◽  
Author(s):  
Yu-Fang Yang ◽  
Chin-Chung Tsai
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Lifelong Learning ◽  
Preschool Teachers ◽  
Analysis Approach ◽  
Degree Programs ◽  
Online Degree ◽  
Adult Online Learning ◽  
Teacher Learners

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches), qualitatively different categories of conceptions and approaches were identified through a phenomenographic analysis approach. The results found that their conceptions of online education ranged from “a way of diploma completion” to “a way of lifelong learning,” while their approaches ranged from “interacting with people” to “getting involved in the community of sharing.” In addition, the teacher-learners with fragmented conceptions (“a way of diploma completion”) tended to have surface approaches (“interacting with people”), and those with cohesive conceptions (“a way of lifelong learning”) tended to have deep approaches in online education (“getting involved in the community of sharing”).

Performance Outcomes of Online Learning Versus Traditional Environments

2006 ◽  
Author(s):  
Heather R. Fox
Keyword(s):  
Online Learning ◽  
Performance Outcomes

Content Delivery--Auto or Manual?: An Extension to Online Learning

2014 ◽  
Author(s):  
T. Hui Teo
Keyword(s):  
Online Learning ◽  
Content Delivery
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