Characteristics of Adult Learners With Implications for Online Learning Design Article
Kathleen Cercone, State of Connecticut, United States
AACE Journal Volume 16, Number 2, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this discussion, the theories are examined for the ways in which they may be applied to the design of online learning environments. In addition, the characteristics of adult learners are examined, and an analysis of how these characteristics influence the design of an online learning environment is presented. Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories.
Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning Design. AACE Journal, 16(2), 137-159. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE
- Clark , R . (1999) . Building expertise cognitive methods for training and performance improvemen t . Wash ing ton , DC : In terna t iona l Soc ie ty for Performance Improvement .
- Na t iona l Cen ter for Educa t ion S ta t is t ics . (2002) . D is tance educa t ion a t degree-gran t ing pos tsecondary ins t i tu t ions: 2000–2001. Re tr ieved December
- Pratt, D.D. (1993). Andragogy after twenty-five years. New Directions for Adult and Continuing Educastion, 57, 15-23. San Francisco: Jossy-Bass.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.