The New Adult Learner Integration with Technology
The New Adult Learner Integration with Technology
"Modem" is thus a very temporary state. My own assessment is that the half-life of current practices is about a decade. Malcolm Knowles, 1980
Purpose - The purpose of this article is to explore the impact of integrating information technology with andragogy as a new movement and way of learning from online education and traditional instruction. Aging, retirement, lost jobs; health, finances, globalization and lifelong education are a few reasons why the many adult learners are returning back for professional development or personal growth. This paper will review what is driving adult learners back to the classroom and how the experience contributes towards a more rewarding holistic and transformative lifestyle.
Introduction
As the 21st century plunges forward there has been a new thirst for professional and personal development by adult learners who are choosing to take classes from online instruction and traditional brick-n-mortar environments (Donavant 2009). As the online and traditional schools are getting a plethora of adult learners they are also educating them through the use of technology. Integrating technology in training and education is a workable process that has given the adult learner motivation towards the acquiescence of new knowledge and personal growth (Jones, 2003). The use of technology is not new in education for younger age groups, but can be an overwhelming task for the adult learner who has limited use and access to advanced technology or have been out of the job market or classroom for years. Learning new ways of learning coupled
"Modem" is thus a very temporary state. My own assessment is that the half-life of current practices is about a decade. Malcolm Knowles, 1980
Purpose - The purpose of this article is to explore the impact of integrating information technology with andragogy as a new movement and way of learning from online education and traditional instruction. Aging, retirement, lost jobs; health, finances, globalization and lifelong education are a few reasons why the many adult learners are returning back for professional development or personal growth. This paper will review what is driving adult learners back to the classroom and how the experience contributes towards a more rewarding holistic and transformative lifestyle.
Introduction
As the 21st century plunges forward there has been a new thirst for professional and personal development by adult learners who are choosing to take classes from online instruction and traditional brick-n-mortar environments (Donavant 2009). As the online and traditional schools are getting a plethora of adult learners they are also educating them through the use of technology. Integrating technology in training and education is a workable process that has given the adult learner motivation towards the acquiescence of new knowledge and personal growth (Jones, 2003). The use of technology is not new in education for younger age groups, but can be an overwhelming task for the adult learner who has limited use and access to advanced technology or have been out of the job market or classroom for years. Learning new ways of learning coupled
References: Beavers, A. (2009). Teachers as learners: Implications of adult education for professional Development. Journal of College Teaching and Learning, 6(7), 25-30. Retrieved May 31, 2010, from ABI/INFORM Global. (Document ID: 1929022331). Brookfield, S.D. (1995). Becoming a critically reflective teacher. Jossey-Bass. San Francisco. Boulton-Lewis, G., Buys, L., Lovie-Kitchin, J., Barnett, K., & David, L Donavant, B. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. Adult Education Quarterly: A Journal of Research and Theory, 59(3), 227-245. Retrieved from ERIC database. Dynan, L., Cate, T., & Rhee, K.. (2008). The impact of learning structure on students ' readiness for self-directed learning. Journal of Education for Business, 84(2), 96-100. Retrieved May 31, 2010, from ABI/INFORM Global. (Document ID: 1598661401). Gatta, M.(2008). Low-Skill workers, technology, and education: A new vision for workforce development policy. The Economic and Labour Relations Review : ELRR, 19(1), 109-127. Retrieved June 15, 2010, from ABI/INFORM Global. (Document ID: 1942899891). Imel, S. (1998). Transformative learning in adulthood. ERIC Clearinghouse on Adult, Career, & Vocational Education (Information Series No. 200). Columbus, OH. Lieb, S. (1991). Principles of adult learners. http://honolulu.hawaii.edu/intranet/committess/FacDevCom/guidebk/teachtip/adults- 2 Retrieved on May 10, 2010. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass. Mezirow, J. (1991)Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass,