Web-based Instruction for Adult Learners: Constructivist and Connectivist Theories
Mabel CPO Okojie, Mississippi State University, United States ; Tinukwa C. Boulder, Gannon University, United States ; Wei-Chieh Yu, Mississippi State University, Taiwan
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The focus of this is to explore how constructivist and connectivist theories are used as foundation knowledge to improve collaboration and exchange of ideas among learners. Adults have accumulated a repertoire of knowledge and experience, which invariably, tend to enrich the course materials. The idea is to help adult learners share such accumulated knowledge and promote active learning participation. Connectivism as an educational theory provides opportunity for educators and instructional designers to locate and access data, materials and tools and modify them according to the need of their students. It helps the establishment of a learning network that assists adult web learners share ideas from diverse cultural milieu. The importance of adult learning characteristics in instructional design is examined.
Okojie, M.C., Boulder, T.C. & Yu, W.C. (2017). Web-based Instruction for Adult Learners: Constructivist and Connectivist Theories. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 879-885). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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