Welcome! This blog contains information about adult learners
for my course Ed Tech 522. This week we read about different formats for
teaching online and andragogy (the art and science of adult learning). Malcolm
Knowles is the person who came up with six basic assumptions about adult
learning that support andragogy. There are strong criticisms about this theory
because there is no test or experimental evidence to support these ideas. We
also read an article on the current state on online education and what is
expected in the future. The large universities have been the leader and
innovator in online education but for-profit schools are growing and their
students are the largest group defaulting on government loans. Congress is
considering making some changes in the student loan set-up because of the high
default rate. It also discussed whether online learning is providing as good an
educational experience as the traditional classroom. We read an article about
how students with various demographics and motivations were faring in online
and traditional classes. The participants at one school were predominantly
female and those students who were expected to do better in online courses did.
They suggested more studies needed to be done. We read an article about what we
know about online learning with some predictions for the future. Lastly, we
read an article about blogs and wikis in preparation for starting our own blog.
We chose two questions on these various topics. I chose to describe Knowles six
key assumptions about adult learners. Secondly,
I chose to describe the various models for online teaching and learning. This
information follows.
Knowles Six Key
Assumptions about Adult Learners
Malcolm Knowles has described six key assumptions about
adult learners.
1.
The
Learners Need to Know Adult learners need to know what they are learning
information for and how they can use it. Find out what they already know and
what they would like to learn. Build in options and choices and keep it
flexible so you can meet individual needs. Their time is limited because of
family and jobs and they want “just the facts.”
2.
The
Learner’s Self-concept Adults want to know how they can use information, so
they benefit from using case studies, reflective activities, and group
activities. Use their time effectively, don’t talk down to them, and give
positive feedback when they contribute or succeed. They need to feel respected.
3.
The
Learner’s Experience Mature learners need to maintain their self-esteem. They
are learning in a new way that is less dependent, trying out new styles of
learning, and moving toward being self-directed. Find ways to use their prior
knowledge and experience in activities and assignments. Give them options and
choices.
4.
Readiness
to Learn Adult learners must experience a need for knowledge to use to
solve problems or complete tasks. Part of being successful is building their
self-esteem so they are ready to learn. Role play, incremental learning steps,
and small group work can be good strategies to use with them.
5.
Orientation
to Learning Their life is focused on actual tasks or problems, so they need
examples that are connected to their real world experiences. They need the
flexibility to let them address meaningful topics or tasks in the program. They
can benefit from real world problem solving activities and activities to apply
new information. They benefit from summaries, examples and stories to link new
information to practical usage.
6.
Motivation
to Learn Adults are more likely to be motivated internally rather than
externally. They are learning to improve the quality of their life by improving
how they feel about themselves and/or their job. They need to experience
success and feel competent.
Models of Online Learning
There
are several different models for online teaching and learning. First, we need
to describe online teaching which
is defined as total or partial use of the Internet to deliver instruction. This
is sometimes called eLearning
(electronic learning) a type of distance
education and it uses the Internet as the primary means of
communication. Other terms used to describe eLearning include CBT
(Computer-Based
Training) or IBT (Internet-Based Training) or WBT (Web-Based Training). An
online classroom is called a virtual
classroom. This is where students and instructors “assemble” and learn.
It can be synchronous which
means the class meets in real time as a group or asynchronous which means they don’t meet in real time or a
combination of both. Course
Management Software (CMS) or Virtual
Learning Environments (VLE) or Learning
Management Systems (LMS) all use software to conduct just about any needed
classroom task or function including: post
assignments, lectures, visuals, or assessments and allow communication in
internal and external e-mail, chat room or discussion boards, and the teacher can keep records, use
whiteboards, and assign grades. Some even let you track student activity so you
can see who checked in and when as well as what was turned in. Some examples
are Blackboard, eCollege and Moodle. Blended
or Hybrid Classes are conducted in a traditional face-to-face classroom
and online (30 to 79% of the time). Some courses are conducted totally online.
