Nontraditional Student Participation in Distance Education: Applying Principles of Andragogy and Constructivism
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Christo-Baker, E.A. (2006). Nontraditional Student Participation in Distance Education: Applying Principles of Andragogy and Constructivism. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1079-1084). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23139.
Developments in computer and communications technology are creating a technology driven society. Higher education has not been immune from this trend and institutions are increasing their investments in technology intensive methods of information and knowledge storage and retrieval. These changes coupled with competition from for-profit online institutions have prompted traditional institutions to adopt distance learning formats. Additionally, the rapid rate of increase in knowledge has contributed to the need for life-long learning, requiring adults to pursue higher education. The flexibility of distance learning renders it an attractive choice for non traditional students. It is proposed that theoretical principles of andragogy and constructivism can be used to design and deliver programs that address the needs of adult students and make online programs more effective.
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