Technological Advances of Online Learning in Adult Education - Essay Example

Online Learning in Adult Education Indeed, technological advances have revolutionized all aspects of human life, including education. For example, learning has become easier and more accessible with the introduction of online learning. This is because many individuals who could not access education, particularly higher learning education, for one reason or another can now easily learn online. Thus, individuals barred by work, family roles, complex responsibilities, and other personal obligations are able to learn at their own pace through online learning. Moreover, online learning gives an opportunity to a variety of learner populations to attain their educational goals that they could not attain through traditional learning method. Though this learning is not face-to-face, learning strategies that engage learners into active learning activities are still applicable. Examples of strategies applicable online learning for adult learners are constructivism and andragogy. Constructivism theory suggests that individuals create their own understanding and knowledge of the world based on experiences and reflections on these experiences. Andragogy is a technique in adult learning whereby instead of teachers; the adults have control over learning. Hence, effective adult online learning is effectively achieved by aligning andragogy and constructivism, as well as integration of learning spaces and technologies. Constructivism and andragogy creates a socially engaging learning environment controlled by the adult learner in online learning. First, the learning environment needs to be engaging based on several activities. For instance, one of the schemes used to create a socially engaging learning environment is allowing learners to create mental images facilitated by experiences or prior knowledge. This helps learners to connect what is being learned with previously acquired knowledge, and thus, enhancing understanding. Second, after establishing a socially engaging environment, andragogy enhance this environment by allowing learners to be in control of the learning (Knowles, Swanson, and Holton, 2011). Andragogy and constructivism help in developing instructional goals that specify the kind of learners, their ages, and degree of control. Instructional goals are framed in such a way that they specify the kind of learners and the problems that they address. The goals also specify the kind of control that learners exercise when they are in their learning environment. It also specifies on the activities that learners and instructors engage in while the learning process is taking place, and the way in which learners reflect that learning has taken place. Similarly, ages and stages of the learner are essential in predicting and understanding what learners can comprehend at given stages. Constructivism and andragogy enhance a learning environment that is engaging and self-directed for learners. For instance, Knowles developed a theory that addresses the educational needs of the adult learner referred to as Andragogy. The theories main aim was to develop instruction design for adult learners. When making this theory Knowles emphasized that adults should be self-directed and are expected to be responsible for their decisions. In his theory, he made some assumptions and these are: (a) adults should know the reason as to why they learn. (b) Their learning should be experiential. (c) The adult learners should use problem-solving approach. (d) Adults learn best when whatever they are learning has immediate value on them. (e) Adult learners are intrinsically motivated this is according to (Knowles, Swanson, and Holton, 2011). Being self-directed means that, the adult students can evaluate their own learning needs since this will help him in planning and implementing the learning activities that he wants to engage in and also to evaluate the experiences that he goes through while learning. Knowles further says that when adults are learning they should apply the theory of andragogy adult learners should be helped to be more self-directed, they should be given learning tools encouragement and resources .for example educators should assist the adult learners and help them in locating resources and alternative learning strategies. To do this, learners should seek assistance from learning centers or through technology (Palloff & Pratt, 2010). Another technique in adult learning technology is that the learning materials for adult are problem centered and not content centered. According to Piaget, constructivism requires problem solving, which is practiced in adult online learning. Both constructivism and Andragogy talks about learners who engage in problem solving. Constructivism is a belief or philosophy that learners develop their own knowledge based on how they interact with people and the environment. Constructivists understand that learning is an interpretive, building process where learners interrelate with social and physical world. Constructivism proves effective as it assists the teachers in meeting the challenges that they have in improving students’ achievement. If teachers assume the role of “guide on the side,” then it means that they need to step off the stage and relinquish their powers to allow the online learners to learn by discovery (Knowles, Swanson, and Holton, 2011). Teachers can also engage their online students on activities that involve critical thinking through many discussions and problem based learning projects. Online learners can do these activities asynchronously, but they are more powerful when done collaboratively and synchronously with the instructor or other students (Kidd, 2010). Therefore, the online instructors should understand the online technology for them to be effective in their instruction. The online learning environment is just a space like that in the traditional classroom. When adults engage in online education, they are nurtured, and the online instructors facilitate them into a cyberspace environment. However, online environment does not provide the same impact like what the classroom provides. New technologies are now synchronized for better communication between the learner and the online teacher (Kidd, 2010). These technologies make it easy for the instructors to give feedback and rewards to the learner. Those learners and instructors who find the online communication is challenging their communication use the synchronous online communication to bridge the gap. Online learning platform offers a great opportunity for adult learners, particularly, those who cannot manage to attend college for higher education due to several reasons. Notably, adult online learning requires application of learning strategies just like a traditional classroom learning. As a result, constructivism and andragogy are some of the theories that can be applied in the online adult learning to achieve effective learning. This is because the strategies create an engaging learning environment, and ensure that learners are in control of the learning process. Other strategies for achieving effective adult online learning are spaces and technologies. References Kidd, T. T. (2010). Online education and adult learning: New frontiers for teaching practices. Hershey, PA: Information Science Reference. Knowles, M.S., Swanson, R. A., & Holton, E.F. (2011). The adult learner: The definitive classic in adult education and human resource development. Oxford, UK Elsevier, Inc. Knowles, M.S., Swanson, R. A., & Holton, E.F. (2011). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass Publishers. Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass. Read More