Non Traditional Education
More people are choosing nontraditional education to start and advance in their careers while completing and furthering their formal education. "Typical distance learners are those who don't have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class" (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). In the early 1970s Malcolm Knowles introduced the term "andragogy," describing differences between children and adult learners
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Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). Facilitators of online classes must help adults become aware of their "need to know" and make a case for the value of learning.
The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al., 2005). They need to be seen and treated as capable and self-directed. Facilitators should create environments where adults develop their latent self-directed learning skills (Brookfield, 1986).
The Role of the Learners' Experiences. Adults come into an educational activity with different experiences than young people do. There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies (Brookfield, 1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults themselves; therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield, 1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach,
Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). Facilitators of online classes must help adults become aware of their "need to know" and make a case for the value of learning.
The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al., 2005). They need to be seen and treated as capable and self-directed. Facilitators should create environments where adults develop their latent self-directed learning skills (Brookfield, 1986).
The Role of the Learners' Experiences. Adults come into an educational activity with different experiences than young people do. There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies (Brookfield, 1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults themselves; therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield, 1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach,