Mentoring in the Web-Class for Adult Learners

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Author(s): Itumeleng Innocentia Setlhodi (University of South Africa, South Africa)
Copyright: 2021
Pages: 15
Source title: Research Anthology on Adult Education and the Development of Lifelong Learners
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8598-6.ch040

Keywords: Adult Learning / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

Conventional learning, as we have come to know it, is rapidly changing due to the advancements in education provision. Strategies that focus on adult learners, particularly in ODL environments, have to be developed. This chapter endorses a discourse regarding web-mentoring as a principal form of ODL supervision that is suitable for adult learners and highlights the codes influencing their learning. It provides the quintessence and recognition of learning difficulties by determining issues arising from critical perceptions and identifying the significance of advancing learning in relation to the virtual mentor-mentee relationship. The discussion draws on both perspectives of UTAUT and the benefits of web-mentoring for adult learners. It gives prominence to features influencing technology acceptance and detects possibilities that strengthen or limit the essence of these factors by accentuating the value of netting socio-economic and techno-cultural differences to understand reception and need. Finally, it presents a framework for launching a sound mentoring relationship.

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Mentoring in the Web-Class for Adult Learners

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