Near the top of a google search for “adult learning theory and education,” I found the article “Andragogy and Technology: Integrating Adult Learning Theory as We Teach with Technology” by Dolores Fidishun, Ed.D., Penn State Great Valley School of Graduate Professional Studies, presented at the 2000 Mid-South Instructional Technology Conference, Middle Tennessee State University.
The article begins with this idea:
The principles of adult learning theory can be used in the design of technology-based instruction to make it more effective.
I share this sentiment and one of the reasons that I have developed this blog is to learn more about adult learning theories and how these ideas can be applied to the development of online educational resources.
Based on the application of adult learning theories, Dr. Fidishun offers several suggestions for the design of an effective online educational resource, including these specific design ideas:
One way to help students see the value of the lessons is to ask the student, either online or in an initial face-to-face meeting, to do some reflection on what they expect to learn, how they might use it in the future or how it will help them to meet their goals.
It becomes extremely important for those who are designing technology-based adult learning to use all of the capabilities of the technology including branching, the ability to skip sections a student already understands, and multiple forms of presentation of material which can assist people with various learning styles.
The instructor must find ways to move [dependent] learners into self-direction by giving them short, directed, concrete online tasks that provide the most “learning for the experience” to make these adults see the relevancy of online learning.
The design of technology-based instruction must include opportunities for learners to use their knowledge and experience. Case studies, reflective activities, group projects that call upon the expertise of group members and lab experiments are examples of the type of learning activities which will facilitate the use of learners’ already acquired expertise.