1. Self-concept: As a person matures his self concept moves
from one of being a dependent personality toward one of being a self-directed
human being2. Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to
learn becomes oriented increasingly to the developmental tasks of his social
roles.4. Orientation to learning. As a person matures his time
perspective changes from one of postponed application of knowledge to immediacy
of application, and accordingly his orientation toward learning shifts from one
of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to
learn is internal (Knowles 1984:12).
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THE BRAIN FROM TOP TO BOTTOM - 0 views
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Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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New Learning Environments for the 21st Century - 0 views
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As the pace of change in the 21st century continues to increase, the world is becoming more interconnected and complex, and the knowledge economy is craving more intellectual property. In this environment, it is critical that we shift our focus from education to life-long learning. Fortunately, the increasing availability of learning resources on the internet is coinciding with the growing importance of continuous learning. If we are willing to view learning from a new perspective, we are no longer resource constrained.
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Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views
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The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
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The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
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The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
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MIT Open Courseware - 0 views
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I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
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I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
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brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
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Silko, Leslie Marmon.
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Everyday Use Walker." I
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A Good Man is Hard To Find."
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Usage of Point of View
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The Yellow Wallpaper."
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To Build a Fire Faulkner
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Workshop
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Discussion of Getting Published in the Real World
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ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views
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Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
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shared by Alicia Fernandez on 08 Jul 14
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Online social networks as formal learning environments: Learner experiences and activit... - 0 views
www.irrodl.org/...2077
Online learning learner experience online social networks social networking sites Elgg
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Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.
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Transformation via Online Learning - 4 views
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original target audience,
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Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
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adult online students
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I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
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students who attend fully online
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traditional and non-traditional students i
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This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
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The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
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If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
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in my experience this "undergrad" or age variable is not significant. : )
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I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
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Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
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I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
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Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
A review of cheating in fully asynchronous online courses: A math or fact-based course ... - 0 views
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What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology - 1 views
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Taylor & Francis Online :: The Cognitive Perspective on Learning: Its Theoretical Under... - 0 views
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Learners' Perspectives on what is Missing from Online Learning: Interpretations through... - 0 views
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Concerns surrounding the lack of physical presence in an online learning environment have led researchers to investigate the concept of presence when learning online
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"the degree of feeling, perception, and reaction to another intellectual entity in the CMC environment"
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Five themes regarding what learners perceived was missing from their online learning experience emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner.
Experiential Learning: A Theoretical Critique Explored Through Five Perspectives - 0 views
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An examination of asynchronous communication experiences and perspectives of students i... - 0 views
Cutting the distance in distance education: Perspectives on what promotes positive, onl... - 0 views
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Assessing How Students Learn | Carnegie Foundation for the Advancement of Teaching - 0 views
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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
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“You are interacting with one single individual at all times. There is no ‘class’ …”
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“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
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I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
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How am I simultaneously learning how to be an online student and instructor?
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Something that has been proven to work is frequent, immediate instructor feedback.
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This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment.
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I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field.
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So, reflection has proven its worth yet again: reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum. We learn with and for each other: as you learn, I learn.
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade. Strangely, this course, in which I spend so much time alone, is teaching me that I don’t.
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before. Could it be that we really are, slowly and steadily, growing into a genuine community?
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking; include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
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Sensation-Seeking | Education.com - 0 views
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Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
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Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
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hese adaptations include: (a) the use of dramatic role-playing activities (including the videotaping of such activities), (b) the incorporation of videos and music into traditional lessons, (c) the inclusion of outside speakers with real-world experiences, and (d) the opportunity for students to facilitate conversations and activities in the classrooms
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Third, educators need to be aware that students with high sensation needs may also experience problems with behavior in the classroom. These students are more likely to get out of their seats, to talk to their neighbors, and to seek attention from the teacher. Thus targeting students with high needs for sensation early on and setting up classroom contexts to provide for these students' needs may alleviate some potential behavioral problems in the classroom.
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Sensation-seeking is characterized by researchers as a basic human need and as a component of human personality. The need for sensation runs along a continuum, wherein some individuals have a high need for sensation, whereas others have a low need for sensation.
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The concept of sensation-seeking primarily has been studied in the domains of clinical psychology, personality psychology, health psychology, and communications. From an evolutionary perspective, attention to novel stimuli in the environment was necessary for human survival
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Individuals who have high sensation needs typically engage in certain predictable behaviors. Most notably, the research indicates that individuals who exhibit a high need for sensation often are more likely to engage in risky or dangerous behaviors, such as abusing substances and having unprotected sexual intercours
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Research indicates that sensation-seeking rises markedly during early adolescence (Donohew et al., 1994). For many adolescents, this increase coincides with the transition from elementary school into middle school. Thus although students with high needs for sensation are present in elementary, middle, and high schools, these students may be particularly prevalent in middle school settings.