Employing Adult Education Principles in Instructional Design
PROCEEDINGS
Darrell J. DeMartino, University of Houston, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
An instructional systems approach to learning draws on principles of instructional design and development but also draws from theories such as behaviorism, information processing, cognitive theory, adult education, and systems theory among others. This paper focuses on how instructional designers can benefit from awareness of different adult education principles or theories. Traditionally instructional design is taught by connecting educational psychology via learning theories such as behaviorism, cognitive theory, and/or constructivism to learner design considerations. Although this is an acceptable manner for introducing instructional designers to varying educational theories, it does not provide a unified epistemology of learning and knowledge creation. This paper presents theories that reflect one primary view, that is, learning is an interactive process constructed by the learner and not passively received from the environment; the basis for which adult education is based. Applications of these adult education principles are then applied to instructional design issues.
Citation
DeMartino, D.J. (1999). Employing Adult Education Principles in Instructional Design. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 783-788). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/7838/.
Keywords
References
View References & Citations Map- Brookfield, S.D. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass.
- Cross, K.P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: JosseyBass.
- Hiemstra, R. & Brockett, R.G. (1994). From behaviorism to humanism: Incorporating self-direction in learning concepts into the instructional design process. In H.B. Long& Associates (Eds.) New ideas about self-directed learning. Norman, OK: University of Oklahoma.
- Houle, C.O. (1961). The inquiring mind. Madison: University of Wisconsin Press.
- Jarvis, P. (1985). The sociology of adult and continuing education. London: Croom Helm.
- Johassen, D.H. (1991). Evaluating constructivist learning. Educational Technology, 31(9), 28-33.
- Knowles, M.S. (1975). Self-directed learning. New York: Associated Press.
- Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy, 2nd edition. New York: Cambridge Books.
- Merriam, S.B., & Caffarella, R.S. (1991). Learning in adulthood: A comprehensive guide. San Francisco: JosseyBass.
- Mezirow, J.D. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24.
- Seels, B. & Glasgow, Z. (1988). Making instructional design decisions, 2nd edition. Columbus, OH: Prentice Hall.
- Tough, A. (1971). The adult's learning project: A fresh approach to theory and practice in adult learning. Toronto,Ontario, Canada: Ontario Institute for Studies in Education.
- Tough, A. (1979). The adult's learning project: A fresh approach to theory and practice in adult learning, 2nd edition.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References
