Adults Demand Engaging Online Graduate Courses
Carol Yi-Rong Lu, Larry Bright, The University of South Dakota, Taiwan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online graduate courses can be dismal or stimulating, depending on how much courses provide for the learner to be engaged in dialogue. Professors who take their traditional lecture courses to the Web can be just as boring there as they often are in the live classroom. The global demand, however, for quality online engaging learning requires that instruction, particularly in graduate professional education, follow practices recommended by adult learning theorists such as Knowles and Dewey. As mature people with valuable experiences, knowledge, and perceptions to share, adults want online instruction that has a minimum of teacher talk and more emphasis on dialogue and response to readings, experiences, or media. Adults want education that increases their critical thinking skills and enriches their lives. Passive learning that has characterized graduate education needs to be transformed for online instruction to serve busy adults who prefer an active learning environment.
Lu, C.Y.R. & Bright, L. (2008). Adults Demand Engaging Online Graduate Courses. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1479-1486). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).