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Online Higher and Adult Education in an Asynchronous Environment
PROCEEDINGS

, School of Education, National University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Online higher and adult education values active out-of-class adult learning experience. Concepts of time and space are different for the online learner. In today's rapidly changing technological environment, online education appears to function best in an asynchronous format. A successful online program permits the learner both control and flexibility in pursuit of learning. Technology in and of itself does not produce enhanced academic growth or social development in the learner. Like any new technology, the Internet can either perpetuate poor curricular, methodological or assessment models in adult education or it can transform them. Following andragogical (i.e. learner-centered methods) tenets in implementing online education for the adult student should display a distinct power sharing collaborative course design. Correspondingly, facilitators and learners become participants in an educational process that is both active and reflective.

Citation

Ryan, M. (2003). Online Higher and Adult Education in an Asynchronous Environment. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 128-131). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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