Online Education and Adult Learning: New Frontiers for Teaching Practices | Date: 28 April 2011, 06:49
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Online Education and Adult Learning: New Frontiers for Teaching Practices
By Terry Kidd
* Publisher: Information Science Reference
* Number Of Pages: 335
* Publication Date: 2009-08-25
* ISBN-10 / ASIN: 1605668303
* ISBN-13 / EAN: 9781605668307
Product Description:
The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. Online Education and Adult Learning: New Frontiers for Teaching Practices disseminates current issues and trends emerging in the field of adult e-learning and online instruction for the design of better products and services. This advanced publication provides theoretical understanding of the essential links between authentic learning, social psychology, instructional design, e-learning, online education, and various additional methods of adult learning.
Table of Contents:
Foreword
Section I: Introducing New Perspectives on Online Learning
Section one introduces the audience to the historical developments of online learning within the educational and business context. With more than thirty years of research on the subject of online learning, this section will further present how advances in information and communication technology as well as new techniques for teaching have given new perspectives for teaching in the online environments. This section is well versed with strategies, models, and tools to help manage and sustain an online learning environment for the adult learner.
Chapter I: The Online Adult Learner: Profiles and Practices
While the online adult learners are growing in numbers, the diversity in what motivates them and what they expect from an online course has grown as well. This paper explores the current literature as well as qualitative and quantitative data from course surveys and student reflections in online courses taught by the author in an attempt to profile these learners, determine why they are taking online courses and investigate their evolving attitudes toward technology. It includes summaries and student quotes to portray the individual thoughts of online adult learners.
Chapter II: Online Pedagogical Effectiveness in Adult Contexts
A longitudinal study of students in the Training and Development program at Curtin University of Technology has been undertaken in an attempt to develop a framework which describes the dimensions of pedagogical effectiveness in online teaching and learning. The research began in 2004, and data have been collected from the sample group of students in the program from 2004–2007. As a result of Analysis and review of the findings, the Online Pedagogical Effectiveness Framework (OPEF) emerged incrementally. The new framework challenges the traditional importance placed on the centrality of teaching skills and the need for student interaction in online teaching and learning, which according to this study, diminished over time. This has ramifications for the interchangeability of the roles of teacher, learner, and instructional designer peers and colleagues.
Chapter III: A Theoretical Model for Designing Online Education in Support of Lifelong Learning
The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed text book. Text books changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue; an archetype for effective instructional design for lifelong learning.
Chapter IV: A Brief History of eLearning
The purpose of this chapter is to explore prior research associated with the history of eLearning. While issues related to the eLearning, technology and innovation adoption, the online environment, the role of faculty in online environments, and preparing faculty for online instruction are important, it is prudent to examine the history of this innovation in order to chart the future of such practices.
Chapter V: Online Learning: A Transforming Educational Environment for Adults in Higher Education
The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses. Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.
Chapter VI: The Role of Individual Learner Differences and Success in the Online Learning Environments
“Education over the Internet will be the next big killer application,” says John Chambers, President and CEO of Cisco Systems. He also states that online learning will be much bigger than the last killer application of the Internet ? e-mail (Friedman, 1999). The recent surge in online learning has opened up the eyes of many educators to the growing possibilities of online learning and teaching. As these online offerings continue to grow, the educational impact will have far reaching implications for schools, teachers and students. In order to better understand the effectiveness of the online environment as an instructional delivery medium, research needs to be conducted focusing on factors that contribute to the effectiveness of the learning environment. In particular, individual learner differences are an important variable when evaluating online learning success. This chapter will discuss various individual learner differences and how they relate to student success in the online learning environment.
Section II: New Frontiers for Online Teaching and Adult Learning Practice
As information and communication technologies become ubiquitous, new challenges and opportunities present themselves to the adult learner. Now in the 21st century and with decades of research, Section II presents new and innovation solutions to challenges and opportunities to online learning for adult learners. This section is complete with first hand testimonies, strategies, and guides to help the reader understand this new frontier of learning.
Chapter VII: Fear Factors: Hidden Challenges to Online Learning for Adults
The purpose of this chapter is: (1) to examine the interrelationship between andragogy and online learning; (2) to uncover the hidden challenges to successful online learning for non-traditional students; and (3) to uncover hidden challenges in faculty adoption of online instruction. The authors believe that fear is often the biggest factor which can present itself in a variety of ways. A study was conducted to identify those hidden challenges facing stud
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