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Adult Learners Online: Cultural Capacity Assessment and Application

Adult Learners Online: Cultural Capacity Assessment and Application
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Author(s): Adam A. Morris (University of Arkansas, USA) and Michael T. Miller (University of Arkansas, USA)
Copyright: 2014
Pages: 15
Source title: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-5780-9.ch002

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Abstract

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately delivered online experience. Adult learners approach formal education differently than younger children (Olsen & Clark, 1977), namely the utilitarian functions of education and the application of learning to personal experiences, and personal needs are paramount to the learning experience (Peters & Associates, 1980). This foundation has a limited element of cultural differentiation and is complicated by using one-size-fits all online courses. Instructors, administrators, and instructional designers must all collaborate to re-think and re-build the effective online course experience: an experience with a hallmark of flexibility and diversified instructional techniques. Effective cultural responsiveness can greatly improve adult learning and potentially respond to a unique group of learner motivations.

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