Effectiveness of Interaction in Learner Centered Paradigm in Online Education
| dc.contributor.affiliation | Barbara Lauridsen - National University | |
| dc.contributor.author | Lauridsen, Barbara | |
| dc.date.accessioned | 2020-07-30T22:25:09Z | |
| dc.date.available | 2020-07-30T22:25:09Z | |
| dc.date.issued | 2010 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69233 | |
| dc.title | Effectiveness of Interaction in Learner Centered Paradigm in Online Education | |
| dc.type | Conference Paper | |
| dcterms.abstract | This article speaks to educators, program administrators and PhD Learners intending to teach. For three decades, critical reflection has been invoked as a good practice for adult education. This paper explores answers to “What is known about how adults learn and are motivated to participate in online learning to advance their career?” A review and analysis of the literature builds upon theories and scholarship that leads to recommending practitioner actions. The themes are: theories about ways of knowing, adult development, andragogy and learning theories. This paper shares my professional practice as a learning facilitator. In the context of exploring how to be effective in an online environment, this article puts into perspective the elements of critical thinking and provides a summary of results from Brookfield’s Critical Incident Questionnaire adapted as an end of course evaluation in open shared discussion. For context, this article references four lenses through which educators view their own practice. A habit of critical reflective is a necessity for online educators who are teaching skills and concepts to adult learners in the technology industry or those completing an academic degree. | |
| dcterms.extent | 17 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
Files
Original bundle
1 - 1 of 1