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Adult Learning Principles and Learner Differences

Adult Learning Principles and Learner Differences
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Author(s): Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA), Larry M. Dooley (Texas A&M University, USA) and Susan Wilson (Texas A&M University, USA)
Copyright: 2005
Pages: 20
Source title: Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners
Source Author(s)/Editor(s): Kim E. Dooley (Texas A&M University, USA), James R. Lindner (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
DOI: 10.4018/978-1-59140-485-9.ch004

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Abstract

A clear ideology for instructing and learning at a distance does not exist. An emerging belief by researchers and practitioners is that the use of andragogical principles and practices results in deeper and more meaningful learning by adults. We concur. As discussed in previous and subsequent chapters, how materials are delivered does not have an effect on learner achievement, but what methods are used to engage learners does. In chapter III, we explored models of learning and their application in distance education. In this chapter, we will introduce theory and practice that support the use of adult learning principles when instructing at a distance. We will also address strengths and weaknesses of andragogical and pedagogical methods. Questions to guide you in this reading include “What is the role of an educator when instructing at a distance?” and “How can educators foster deeper and more meaningful learning?”

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