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Full-Text Articles in Education
A Conceptual Learner-Centered E-Learning Framework, Fletcher H. Glancy, Susan K. Isenberg
A Conceptual Learner-Centered E-Learning Framework, Fletcher H. Glancy, Susan K. Isenberg
Faculty Scholarship
e-Learning has increased rapidly in higher education. Most online education attempts to mirror the traditional face-to-face (FtF) classroom with less than favourable results. This paper proposes a conceptual e-learning framework based on andragogy theory, transformative learning theory, and media synchronicity theory. The conceptual e-learning framework supports the self-directed learning. e-learning based on this framework has the potential to out-perform not only current learning management systems such as Blackboard, but also traditional FtF learning for adult education and with different and better outcomes. Results of early testing of the concept showed increased learner’s online activity, innovation, and creativity.
Distance Education Research In Adult Education Journals: A Content Analysis, David S. Stein, Constance E. Wanstreet, Candi Krisch
Distance Education Research In Adult Education Journals: A Content Analysis, David S. Stein, Constance E. Wanstreet, Candi Krisch
Faculty Scholarship
This study examines adult-centered distance education research articles in two adult education journals: Adult Education Quarterly and the American Journal of Distance Education. Results show that studies of delivery modes and systems; i.e., asynchronous and synchronous modes, learning management systems, television and Web delivery, and course design were most prevalent in both journals. Among topics of interest to adult educators, the self-directed nature of distance learning was predominant. Other topics traditionally associated with adult education, such as access, equity, and social change themes in distance education, were least prevalent in both journals.