Computer Based Instruction As An Adult Learner

In an effort to determine how adults learn, experts examine and evaluate studies that have been done that involve the adult learner. The more that experts understand how the learner processes information, the better the understanding will be on how to structure their learning environment. Research is continually changing in this area, and educators know there are differences in how each adult learner attains information. In the two articles, “Adult Learning Theory for the Twenty-First Century” by Sharan B. Merriam, and “Adult Learning Theory: Applications to Non-Traditional College Students” by Kenner and Weinerman, different theories are discussed.

As an individual responsible for training or educating adult learners your feedback from those students or participants is sometimes lacking. In a training environment many participants treat them very loosely because there are no consequential test following the training and most times there is very debriefing from direct supervision; instead meeting notes tend to follow for reference. The location of those notes tend to be the most important information to the participants. In contrast, the lecture hall in an educational setting tends to have a greater percentage of engaged attendants. Students tend to participate more due to sense that is actually a part of their grade. Dr. Geis did admit that online does have less engagement than the traditional classroom but still greater than a corporate training session. In the en it was concluded that personal interaction has more engagement; however, students have a much greater retention and expectation from teaching or training.

Although taking online courses may appear to be very time consuming and hard at times, the idea of obtaining your college degree from the convenience of your own home has made it easy for students to continue on with their everyday life. This article has given me a whole new perspective to this online learning experience. Through the group assignments and class participation, online learning generates relationships amongst peers and instructors and allows us as the students to value each individual student’s walks of life under the same subject. This online course will prepare me to become the educator that I need to be when dealing with the different diversities with the students, parents,

I recently spent 12 months completing 17 online courses, and when reflecting on the different courses of study; one, in particular, comes to mind. Instruction in the Communications course was all reading based. Having struggled all my life with prepositions, conjunctions, independent clauses and coordinating conjunctions, etc., and never been given any other form of information; visually, auditorily, or hands-on to help me understand; I took to the Internet; which wasn't an available resource in my younger years. At my disposal were many KID-friendly sites to review, help me to understand and finally learn what I needed to successful complete the course. I do

Returning to school as a non-traditional student has included a lot of challenges. Online classes have presented the most challenges. I have not enjoyed any of the online classes I have taken because I struggle with computer technology. This questionnaire reinforced the changes that I knew I would need to make in order to succeed in an online learning environment.

We live in a time where constant developments of technological capabilities have allowed technology to become integral for learning and working opportunities. Technology is completely embedded within our daily lives. “The rapid advances in technology, the need for lifelong learning, the learner at a distance, and the growth of non-traditional students have encouraged the use of the computer as a means of instructional delivery” (Knowles, Holton, & Swanson, 2015, p. 278). In order to give adults learning experiences which support the growth of knowledge, skills, and technological competencies, there is a strong need for developing computer-based instruction (CBI) which can effectively meet the needs of the adult learner.

Research has been conducted on implementing different interventions to increase reading fluency and reading comprehension for students with disabilities, however; little research has been done on using technology to increase reading fluency and reading comprehension for these students. Using computer-assisted instruction (CAI) can increase a student’s motivation, attention, and time on task by using different features such as sounds and animations (Mechling, Gast, & Krupa, 2007). Another feature that a student has the ability to use when using CAI is text-to-speech, which offers the student computerized speech support (Leong, 2015). With saying that, using CAI can help increase a students willingness to want to learn how to read fluently and

This week my reflections from our readings and assignments dealt with “Effective Technology Based Adult Learning.” According to Knowles, Holton & Swanson (2015, p. 278), “the rapid advances in technology, the need for lifelong learning, the learner at a distance, and the growth of non-traditional students have encouraged the use of computers as a means of instructional delivery.” The growing need for ways to make computer-based instruction for adults more effective is that the utilization of CBI programs have increased in schools to supplement or replace more conventional teaching methods. It is however, my belief that CBI will not only bring down the cost of education in the long run for the learner, but that it will also enhance the educational

Computer based learning, as it stands, has plenty of disadvantages, but many in business and educational arenas remain optimistic about its future. There are two indisputable truths about computer-based learning, or e-learning. First, it will revolutionize education and second, such a future is just around the block. Educational experts agree that most types of study are not yet effective when delivered purely online, mainly because of bandwidth limitations, expensive set-up costs, continued resistance to the medium and a shortage of quality course content.

Many adult learners are returning to college online or with hybrid classes. With the new age of technology and learning adults have to be more technology savvy. “Educational quality is insured to a great extent through educational strategies and strategies related to the development of social relationships through dialogue among teachers and their adult students.” (Harlow) Teachers must adapt their teaching style to cater to their students of all ages. Students must also adapt to the new technological age. For example, now sometimes students must type their research papers on the computer and submit them via email to the professor rather than using a type writer and handing it in face to face. There are some resources to assist the student on their

In the endeavor to become a future online educator, there are several elements that the individual be cognizant of prior to engaging with students. Considering that “distance education is an ever-changing and diverse environment” (EDCI532, 2017, para. 4), it should behoove the educator to understand the variety of needs that their students will present as they design the various facets of the course. In addition to recognizing the needs of the students, the instructor must be aware of the principles of distance education; they must know that teaching in an online learning environment requires more than issuing readings and assignments to the students. For those weary of distance education, the educator can assuage those in doubt by assuring them that “the evidence is quite clear that students of all ages can learn from instruction delivered using technology” (Simonson, Smaldino, & Zvacek, 2015, p. 8).

Online learning and distance education technologies have been of keen interest to the adult basic education community for better than 15 years, as it solves the problem of lack of capacity. The last National Assessment of Adult Literacies reported 93 million adults have reading, math and/or English

Any tool “designed to extend a learner’s capacity for effective action and that requires skill and certain strategies to use efficiently” is a learning technology (Burge 2001, p. 146). A well-structured face-to-face group discussion, a pencil, and print materials fit this definition as do newer tools such as web-based conferencing (ibid.). One of the greatest myths surrounding learning technologies is related to what they are. Because of the term technology, it is frequently believed that learning technologies are instructional devices that make use of computers, the Internet, or some other type of electronic technology such as video and television.

Though seen as a distraction by many, the internet is capable of so much more than given credit for. Besides using it to stare at LOLcats or to sneak in pornography while the wife’s out, the internet also serves its purpose as a bank of information to fuel the minds of the youth of today- it only needs to be properly tapped into. Internet classes have already taken a step in the right direction by providing students a greater freedom to learn at the pace they want and by providing a plethora of information to help them review; however, this only fixes part of the problem. There is still not a one-on-one experience to help a student know if they are ready to move on or if they need to review a bit more. Gratefully, technological

Today computer is the widely accepted mean of class room communication and it provides the facility of self learning. According to the objectives of the study researcher has developed a Computer Assisted Learning Program and Programmed Learning Material for teaching Direct Indirect Speech unit of English grammar of standard IX. Findings of the study show that the reactions of the students towards the CAL package were found positive according to their opinions. They would like to learn other subjects by this method, this package was easy to understand, easy to remember, more interesting and stress less, and it was helpful for self-learning and increased their concentration. The CAL package and the Programmed Learning Material both are very useful for self-learning, drilling, revision and diagnostic and remedial teaching in class room. Effectiveness of CAL package and programmed Learning material can be compared with other methods like team teaching, peer learning, Co-operative Language learning, discussion method etc.