
Characteristics of Adult Learners With Implications for Online Learning Design
Article
Kathleen Cercone, State of Connecticut, United States
AACE Review (formerly AACE Journal) Volume 16, Number 2, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this discussion, the theories are examined for the ways in which they may be applied to the design of online learning environments. In addition, the characteristics of adult learners are examined, and an analysis of how these characteristics influence the design of an online learning environment is presented. Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories.
Citation
Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning Design. AACE Review (formerly AACE Journal), 16(2), 137-159. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 31, 2023 from https://www.learntechlib.org/primary/p/24286/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Clark, R. (1999). Building expertise cognitive methods for training and performance improvement. Washington, DC: International Society for Performance Improvement.
- National Center for EducationS ta t is t ics. (2002). Distance education a t degree-gran ting postsecondary institutions: 2000–2001. Retrieved December
- Pratt, D.D. (1993). Andragogy after twenty-five years. New Directions for Adult and Continuing Educastion, 57, 15-23. San Francisco: Jossy-Bass.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Investigating teachers’ exploration of a professional development website: An innovative approach to understanding the factors that motivate teachers to use Internet-based resources
Pamela Beach & Dale Willows
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)
-
Investigating teachers’ exploration of a professional development website: An innovative approach to understanding the factors that motivate teachers to use Internet-based resources
Pamela Beach & Dale Willows
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)
-
Tracking e-learning through published papers: A systematic review
Helena Rodrigues, Filomena Almeida, Vanessa Figueiredo & Sara L. Lopes, Instituto Universitário de Lisboa (ISCTE-IUL), Portugal
Computers & Education Vol. 136, No. 1 (July 2019) pp. 87–98
-
Becoming a competent self: A developmental process of adult distance learning
Kyungmee Lee, Lancaster University, United Kingdom; Hyoseon Choi, Department of Medical Education, Korea (South); Young Hoan Cho, Department of Education, Korea (South)
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 25–33
-
Looking Beyond Institutional Boundaries: Examining Adults’ Experience of Choosing Online as Part of Their Post-Secondary Studies
Kari Rasmussen, University of Alberta
The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)
-
Online Course Design for Creativity and Innovative Skills in Virtual Cultural ASEAN Community: From Research to Empirical Practice
Noawanit Songkram
International Journal of Emerging Technologies in Learning (iJET) Vol. 12, No. 1 (Jan 31, 2017) pp. 4–20
-
Authentic Assessments: A Critical thinking and Engagement Tool for Online Courses
Lilia Juele, Rockland Community College (SUNY), United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1967–1981
-
E-Learning: Where Do I Begin ?
Walaiwad Chaiyabutr, Sukhothaithammathirat Open University, Thailand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1313–1320
-
Asking Students What They Think: Student User Experience (UX) Research Studies to Inform Online Course Design
Ronda Reid, Andrea Gregg, Vicki Williams & Amy Garbrick, Penn State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 451–456
-
Blended/Online Learner Orientations: Recommendations for Design
Patricia McGee, Erin Valdes & Danica Bullis, The University of Texas at San Antonio, United States
International Journal on E-Learning 15 (May 2016) pp. 215–241
-
Educator Development as Predicted by the Use of Wikis in an e-Learning Environment
Lisa Longoria, Omar Alobud, Hunter Black & Lorne Olfman, Claremont Graduate University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 724–734
-
Investigating Teachers' Exploration of a Professional Development Website: An Innovative Approach to Understanding the Factors that Motivate Teachers to Use Internet-Based Resources
Pamela Beach & Dale Willows
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)
-
Peer Reviewing: A Tool to Engage Online Students in the Classroom Managerial Process
Barbara Fedock, University of Phoenix, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 558–563
-
Creating On-line Course Shells for Teacher Education Courses: Strategies and Methods for Success
Paula Humphrey, Jill Giacomini, Carole Hruskocy & Ellie Baldwin, Regis University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 889–894
-
Recognizing an Ethic of Care in the Instructional Design Process
Kari Rasmussen, Grant MacEwan University, Canada
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 2232–2238
-
To the Flipped Classroom and Beyond!
Katy Herbold, Southern Utah University, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1809–1814
-
The Effectiveness of a Web-Based Motor Skill Assessment Training Program
Luke E. Kelly & Thomas E. Moran
ICHPER-SD Journal of Research Vol. 5, No. 2 (2010) pp. 48–53
-
Incorporating Social Media into Adult Learning Environments for Course Discussions, Feedback, and Support
Alexander Murray, Ohio University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 844–850
-
BooKS Engineers in the Classroom: Self-Efficacy as a Critical Component of Teaching
Tom Haskell, Ohio University, United States; Jana Hovland, Marshall University, United States; Shu-chien Pan & Teresa Franklin, Ohio University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1171–1176
-
Assessing the Assessors: Determining a Model for Effective Asynchronous Writing Feedback in Doctoral Programs
Annie Pezalla, M. Laurel Walsh & Melanie Brown, Walden University, United States
Global TIME 2011 (Feb 22, 2011) pp. 120–124
-
Online Activities for the Adult Learner
Dawn Smith, Old Dominion University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 527–530
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.