Theme 2: Distance and eLearning
Adult Learner Interviews |
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Adult Learner Interviews
EAC 559
Submitted October 18, 2011
Distance and E-Learning Theme
EAC 559
Submitted October 18, 2011
Distance and E-Learning Theme
For the distance and e-learning theme, I want to present a progression of growth. The most logical place to begin is in the very first course I completed in the program. EAC 559: The Adult Learner, as a course was integral in my understanding of adult learner needs. Adult learner characteristics include the need for learning to connect to personal experience, they are likely to be highly motivated and the need for learning to be self-directed. They also have multiple responsibilities and need flexible scheduling. The necessity of distance and e-learning has grown from the characteristics of adult learners.
I chose the adult learner interview project to represent EAC 559 and the distance and e-learning theme. It is a case study into the experiences of adult learners and their experiences with multiple formats of training and education. As stated previously, adult learners benefit from connecting learning to previous experiences. Chronicling the experiences in distance and e-learning rooted my degree program in reflection and helped me connect adult learning theory to myself and to distance and e-learning.
For the interviews I chose two vastly different individuals. They were both engaged in lifelong learning but were different genders, ages and had very dissimilar backgrounds and areas of study. Going into this degree program I had the belief that learning was conducted by a teacher in some sort of classroom, virtual or in person. The reflection and analysis of adult learning experiences proved that one size does not fit all when it comes to adult learning. My definition of learning had expanded to know that learning and teaching is accomplished in a variety of ways and platforms. However, the diverse experiences still supported the adult learning theory presented in our class. Both learners were highly motivated, needed the learning to be flexible due to heavy schedules and they both valued real life experience in learning. The interviews, as a tool, translated adult learning theory into real life situations.
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I chose the adult learner interview project to represent EAC 559 and the distance and e-learning theme. It is a case study into the experiences of adult learners and their experiences with multiple formats of training and education. As stated previously, adult learners benefit from connecting learning to previous experiences. Chronicling the experiences in distance and e-learning rooted my degree program in reflection and helped me connect adult learning theory to myself and to distance and e-learning.
For the interviews I chose two vastly different individuals. They were both engaged in lifelong learning but were different genders, ages and had very dissimilar backgrounds and areas of study. Going into this degree program I had the belief that learning was conducted by a teacher in some sort of classroom, virtual or in person. The reflection and analysis of adult learning experiences proved that one size does not fit all when it comes to adult learning. My definition of learning had expanded to know that learning and teaching is accomplished in a variety of ways and platforms. However, the diverse experiences still supported the adult learning theory presented in our class. Both learners were highly motivated, needed the learning to be flexible due to heavy schedules and they both valued real life experience in learning. The interviews, as a tool, translated adult learning theory into real life situations.
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