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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

EL7006-2Online Adult Learning

William Sexton


Introduction
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)


Introduction1
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)


Online instructors best practices
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


Adult learners younger learners
Adult Learners/Younger Learners

  • Similarities in learning styles

    • Language

    • Communication

    • Interaction

  • Differences in learning styles

    • Pedagogy

    • Andragogy


Andragogy pedagogy
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


Best practices of online instructors
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


Best practices of online instructors1
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


Best practices of online instructors2
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


Best practices of online instructors3
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)


Best practices of online instructors4
Best Practices of Online Instructors

  • Adaptive Learning

    • Instructor driven

  • Generative Learning

    • Student driven

  • Web 2.0 Technologies

    (London & Hall, 2011)


Administrative best practices
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)


Summary
Summary

  • Learning is most important

  • E-Learning

    Discipline

    Motivation

    Time Management

    Course Content


Summary1
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


References
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


References1
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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