Computers & Education Volume 24, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Adult learners, a growing population in higher education institutions, bring with them a variety of life experiences and interests that shape their learning. The constructivist model, which recognizes learning as active development of personal meaning through the interaction of current conceptions and ongoing experiences, presents an approach appropriate for adult learners. The Internet plays a vital role in providing a framework for adults learning at a distance to construct their learning collaboratively and actively. This research is based on the study of a graduate course that was delivered to adult students at three locations by interactive video conference and supplemented by computer conference. The students used two electronic discussion groups (EDGs) to extend the class meetings informally, to moderate discussions, and to discuss distance education issues and conduct research. Data were collected from journals, audiotaped interviews, messages on the EDGs, and evaluations of one EDG. The combination of instructor flexibility and course requirements for electronic communication among students led to the evolution of a learner-centered approach. Driving this change was the students' use of the Internet as the framework for discussion, shared information and experiences, and interpersonal negotiation. Many students felt stronger connections to the “distant” class members than in the usual videoteleconferenced class, recognizing that the way they used computer conferencing helped unify the class. Learning became a collaboration—a connection among different perspectives—in which the personal experiences of these adults served to enrich the learning situation and foster construction of personal knowledge.
Yakimovicz, A.D. & Murphy, K.L. (1995). Constructivism and collaboration on the Internet: Case study of a graduate class experience. Computers & Education, 24(3), 203-209. Elsevier Ltd.
Philip Abrami, Robert Bernard, Anne Wade, Eugene Borokhovski, Rana Tamin, Michael Surkes, Dai Zhang & Dai Zhang
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)
Urai Salam, Universitas Tanjungpura, Indonesia
Global Learn 2011 (Mar 28, 2011) pp. 1409–1416
Karen L. Murphy, Texas A&M University, United States
International Journal of Educational Telecommunications Vol. 1, No. 2 (1995) pp. 167–183
Student Achievement and Success in Online Environments: Research into Characteristics and Strategies
Lynne Schrum, University of Utah, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1033–1040
The Nature and Purpose of Online Discourse: A Brief Synthesis of Current Research as Related to The WEB Project
Lorraine Sherry, RMC Research Corporation, United States
International Journal of Educational Telecommunications Vol. 6, No. 1 (2000) pp. 19–51
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