1. EL7006-2 Online Adult Learning William Sexton

2. Introduction Who are adult learners? – Individuals who do not have access – Workers with conflicting schedules – Self-motivated individuals – Individuals who are homebound – People who just not want to attend a school campus (Gibbons & Wentworth, 2001)

3. Introduction E-Learning new for instructors and students Teachers must be prepared to leave the conventional way of teaching behind Teachers need to assume new roles and duties Teachers of e-Learners do more than move the curriculum to a server for online access (Baghdadi, 2011)

4. Online Instructors (Best Practices) Best Practices are efficient and effective Characteristics of Best Practices – Innovative – Make a difference – Substantial effect on learning – Can be duplicated

5. Adult Learners/Younger Learners Similarities in learning styles – Language – Communication – Interaction Differences in learning styles – Pedagogy – Andragogy

6. Andragogy/Pedagogy Andragogy – Experienced learners – Learners rely on their person experience to make connections with the curriculum Pedagogy – Applies to adult learners when they have no experience or background with the topic being learned

7. Best Practices of Online Instructors Posting a syllabus online – Policies & Regulations – Assignments and due dates – Expectations of all parties Safe and orderly learning environment – Student should feel free to engage in discussions

8. Best Practices of Online Instructors Instructor participation – E-Learning classes do not manage themselves – Special circumstances – Facilitation Feedback – Critical to student success – Web 2.0 technologies

9. Best Practices of Online Instructors Technical Support for Learners – Proficient in course software – Proficient in user programs Course or business manager – Mirage of student questions not related to course materials – Direct students to appropriate place in the institution

10. Best Practices of Online Instructors Flexibility of e-Learning – Adults should be responsible – Manage Timeframes of course Course Design – Instructors have ability to modify assignements – Experiences of adult learners (Downes, 2012 May 21)

11. Best Practices of Online Instructors Adaptive Learning – Instructor driven Generative Learning – Student driven Web 2.0 Technologies (London & Hall, 2011)

12. Administrative Best Practices Courses meet accreditation standards Online Courses have equal value and support Culture of learning – Sharing ideas and best practices – Administrative Feedback (London & Hall, 2011)

13. Summary Learning is most important E-Learning Discipline Motivation Time Management Course Content

14. Summary High Quality Education is the objective of all institutions Best practices provide the best learning opportunity for all students Take into consideration the learning style of all students

15. References Baghdadi, Z.D. (2011). Best practices in online education: Online instructors, courses, and administrators. Turkish Online Journal of Distance Education, 12 (3) 109-117. Bigatel, P., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77. Downs, S. (2012, May 21). Connectivism. Retrieved from http://www.connectivism.ca/?cat=3 Gibbons, H.S., & Wentworth G.P. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4, (3) 1- 4

16. References London, M., & Hall, M. (2011). Unlocking the value of web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning. Human Resource Management, 50(6), 757. McGrath, V. (2009). Reviewing the evidence on how adults learn: An examination of Knowles’ model of andragogy Slattery, J.M., & Carlson, J.F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 54 (4) 159–164. Uzuner, S. (2009). Questions of culture in distance learning: A research review. International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/690/1273 Zimmerman, J. A. (2011). Principals preparing for change: The importance of reflection and professional learning. American Secondary Education, 39(2), 107-114.