Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

27 – Social Media for Adult Online Learners and Educators
Adult language learners
“People are generally persuaded by the reasons
which they themselves have discovered than by
those which have come into the minds of others”.
– Pascal
English is today the common language of the professional
world and it is no longer a luxury asset but a basic
tool for the working adult, just as is word processing.
Working professionals either choose language coaching
or are instructed to do so by their employers. E-learning
in the corporate world is gaining ground as being more
cost effective for both the company and the adult learner
than traditional classroom learning (Strother, 2002). It is
also more convenient for the adult learner who may
choose to do this in the work place or in the convenience
of his or her home, or in the hotel, while commuting,
or in the garden.
Adult learners have a wealth of real-life experiences,
knowledge, and expectations. A theoretical familiarity
with adult learning should be part of any online educator’s
preparation. Knowles, is regarded by many as a
leader in the field on andragogy, the term now coined
for adult learning theory (Hiemstra, 1990). Some assumptions
about adult learners include:
• They need to know the purpose of their learning.
• The learning must be relevant to their real-life needs,
both professional and personal.
• Learning is self-directed.
• Adult learners want their knowledge to be recognized
and used.
• Personal or incentive-based motivation supports learning.
Adult learners are also individuals, with personal
learning styles. Much work has been done on interpreting
and catering to individual learning styles. As e-
learning is not just about technology, but above all the
human factors and the need to humanize online learning,
a broad understanding of adult learning styles is
essential for the online educator. Three factors identified
by Birch (2002) which influence the success of online
learning for the adult learner are management of the e-
learning environment (self-directive competencies),
interaction with the learning content (metacognitve
competencies), and interaction with the virtual learning
facilitators and learning peers (collaboration competencies).
Long (2000) identifies the dimensions of motivation,
metacognition, and self-regulation, which are supported by
choice, competence, control, and confidence.
Online pedagogy: best practice
and theories
“I am always ready to learn although I do not always
like being taught”. – Winston Churchill
Online pedagogical best practices are currently the focus
of much research, as the educational and corporate sectors
adopt some form of e-learning, either fully online or
hybrid. To date, and as a general basis in the design and
delivery of online learning, many educators and trainers
have made reference to the previous learning practice
and works of Bloom, Chickering, and Gagne.
Bloom’s Original Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Anderson’s Revised Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Bloom’s original taxonomy (1956), revised by Anderson (2001)
Many instructional designers refer to Gagne’s (1992)
categorization of learning into intellectual skills, cognitive
strategies, verbal information, motor skills, and
attitudes, and to his nine steps in e-learning:
(1) gaining attention
(2) stating the objective
(3) stimulating recall of prior learning
(4) presenting the stimulus
(5) providing learning guidance
(6) eliciting performance
(7) providing feedback
(8) assessing performance
(9) enhancing retention and transfer to other contexts
Chickering’s (1987) seven principles can be the basis
of all forms of online learning. Good practice in undergraduate
education:
(1) encourages contact between students and faculty;
(2) develops reciprocity and cooperation among students;
(3) encourages active learning;
(4) gives prompt feedback;
(5) emphasizes time on task;
(6) communicates high expectations; and
(7) respects diverse talents and ways of learning.
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