Leveraging Adult Student Value in the E-Learning Environment - A Pedagogical Shift

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Scheuermann, M. (2003). Leveraging Adult Student Value in the E-Learning Environment - A Pedagogical Shift. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2564-2566). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18499.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Michael Scheuermann, Drexel University, United States

Abstract

Adult students bring myriad experiences, knowledge, and expectations to our virtual classrooms. This challenges us to reexamine our pedagogical constructs. Many adult students who engage in e-learning have limited time, are responsible for dependents, are part-time students, and work full time. At work, their modern organizations are evolving quickly. They develop new expectations in those environments and bring them into our courses. Their organizations expect more of them. As a result, they come to expect more of themselves. In the academic setting they expect to have a more integral role, participate dynamically, and incorporate their lived experiences. We must be prepared to shift our pedagogy to become more effective educators of adults. This paper will characterize nontraditional students, describe the evolving workplace environment, outline the core components of adult learning theory, and suggest how pedagogical shifts will enable and encourage more effective adult learning.

Keywords

• Adults
• Students

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