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EL7006-2 Online Adult Learning

EL7006-2 Online Adult Learning. William Sexton. Introduction. Who are adult learners? Individuals who do not have access Workers with conflicting schedules Self-motivated individuals Individuals who are homebound People who just not want to attend a school campus

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EL7006-2 Online Adult Learning

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  1. EL7006-2Online Adult Learning William Sexton

  2. Introduction • Who are adult learners? • Individuals who do not have access • Workers with conflicting schedules • Self-motivated individuals • Individuals who are homebound • People who just not want to attend a school campus (Gibbons & Wentworth, 2001)

  3. Introduction • E-Learning new for instructors and students • Teachers must be prepared to leave the conventional way of teaching behind • Teachers need to assume new roles and duties • Teachers of e-Learners do more than move the curriculum to a server for online access (Baghdadi, 2011)

  4. Online Instructors(Best Practices) • Best Practices are efficient and effective • Characteristics of Best Practices • Innovative • Make a difference • Substantial effect on learning • Can be duplicated

  5. Adult Learners/Younger Learners • Similarities in learning styles • Language • Communication • Interaction • Differences in learning styles • Pedagogy • Andragogy

  6. Andragogy/Pedagogy • Andragogy • Experienced learners • Learners rely on their person experience to make connections with the curriculum • Pedagogy • Applies to adult learners when they have no experience or background with the topic being learned

  7. Best Practices of Online Instructors • Posting a syllabus online • Policies & Regulations • Assignments and due dates • Expectations of all parties • Safe and orderly learning environment • Student should feel free to engage in discussions

  8. Best Practices of Online Instructors • Instructor participation • E-Learning classes do not manage themselves • Special circumstances • Facilitation • Feedback • Critical to student success • Web 2.0 technologies

  9. Best Practices of Online Instructors • Technical Support for Learners • Proficient in course software • Proficient in user programs • Course or business manager • Mirage of student questions not related to course materials • Direct students to appropriate place in the institution

  10. Best Practices of Online Instructors • Flexibility of e-Learning • Adults should be responsible • Manage Timeframes of course • Course Design • Instructors have ability to modify assignements • Experiences of adult learners (Downes, 2012 May 21)

  11. Best Practices of Online Instructors • Adaptive Learning • Instructor driven • Generative Learning • Student driven • Web 2.0 Technologies (London & Hall, 2011)

  12. Administrative Best Practices • Courses meet accreditation standards • Online Courses have equal value and support • Culture of learning • Sharing ideas and best practices • Administrative Feedback (London & Hall, 2011)

  13. Summary • Learning is most important • E-Learning Discipline Motivation Time Management Course Content

  14. Summary • High Quality Education is the objective of all institutions • Best practices provide the best learning opportunity for all students • Take into consideration the learning style of all students

  15. References • Baghdadi, Z.D. (2011). Best practices in online education: Online instructors, courses, and administrators. Turkish Online Journal of Distance Education, 12 (3) 109-117. • Bigatel, P., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77.   • Downs, S. (2012, May 21). Connectivism. Retrieved from http://www.connectivism.ca/?cat=3 • Gibbons, H.S., & Wentworth G.P. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4, (3) 1-4

  16. References • London, M., & Hall, M. (2011). Unlocking the value of web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning. Human Resource Management, 50(6), 757. • McGrath, V. (2009). Reviewing the evidence on how adults learn: An examination of Knowles’ model of andragogy • Slattery, J.M., & Carlson, J.F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 54 (4) 159–164.   • Uzuner, S. (2009). Questions of culture in distance learning: A research review. International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/690/1273 • Zimmerman, J. A. (2011). Principals preparing for change: The importance of reflection and professional learning. American Secondary Education, 39(2), 107-114.

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