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Employing Adult Education Principles in Instructional Design
PROCEEDINGS

, 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), Waynesville, NC USA

Abstract

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.

Citation

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). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 8, 2023 from .

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