Employing Adult Education Principles in Instructional Design
Darrell J. DeMartino, University of Houston, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
An instructional systems approach to learning draws on principles of instructional design
and development but also draws from theories such as behaviorism, information processing,
cognitive theory, adult education, and systems theory among others. This paper focuses on how
instructional designers can benefit from awareness of different adult education principles or
theories. Traditionally instructional design is taught by connecting educational psychology via
learning theories such as behaviorism, cognitive theory, and/or constructivism to learner design
considerations. Although this is an acceptable manner for introducing instructional designers to
varying educational theories, it does not provide a unified epistemology of learning and knowledge
creation. This paper presents theories that reflect one primary view, that is, learning is an
interactive process constructed by the learner and not passively received from the environment; the
basis for which adult education is based. Applications of these adult education principles are then
applied to instructional design issues.
DeMartino, D.J. (1999). Employing Adult Education Principles in Instructional Design. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 783-788). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).