References: Grant, M. R., & Thornton, H. R. (2007). Best practices in undergraduate adultcentered online learning: mechanisms for course design and delivery. Journal of online Learning and Teaching, 3(4), 346-356. Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279. Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning. https://youtu.be/syETssn3RBY
Erica,
ReplyDeleteThank you for your video post concerning this weeks blog prompt. You did an excellent job relaying the information pertaining to adult learning theory. Having not focused on this particular theory, it was interesting to see the strengths and weaknesses.
The strength you discussed for adult learning theory concerning life experiences is extremely true for myself. Having not been a great student in high school and undergraduate in college, I have witnessed the difference 15 years makes on the learner. I am able to apply my life experiences and use it during my classes. This part ties in with the problem centered portion you mentioned. The projects and assignments I complete for classes I want to make them applicable and be implemented right away.
Thank you Jason! I too was not a great student in undergrad. I was younger and my priorities were not where they should have been. Now as an adult learner, I know the importance of my education and can relate the material to my experiences to help me better understand. My dad has always told me that I love to learn the hard way, but honestly, I feel continuing my education as an older adult works better for my lifestyle.
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ReplyDeleteGreat topic Erica! I think that adult learning is a wonderful field of study and one that is very important for me in my work setting at a Community College where most of the students fall into that specific category. I found it interesting that the method of teaching adult learners is called “andragogy” as compared to “pedagogy” (although I believe the latter is considered all-encompassing and predominately used). I have found that the adult learners in my classrooms meet the particulars mentioned in your video. They are independent and focused on a particular goal that creates an intrinsic desire to participate and perform in course requirements. Their discussions are always lively because they are rooted in those life experiences that you mention. I think that it is very important for instructors who teach this demographic to be fully aware of these traits when designing courses and teaching to adult learners.
ReplyDeleteMark Applegate
Good points, Mark. I believe adults to be more intrinsically motivated than younger students.
DeleteHi Erica! Adult learning is a great one to discuss. As someone who has been in college since 2004, I can speak of the relevance of life experience. When I first started out -even though I was still an adult- lack of life experience and a low level of basic knowledge made it more difficult for me to learn. As we progress through school, we built knowledge, the more knowledge we acquire, the easier it is for us to assimilate that information. This is also true with life experience and learning to prioritize. I think also with age we learn to be more open minded and can accept perspectives that sometimes differ from our own.
ReplyDelete~Christol Marie Weber