Adult Learning in a Distance Education Context: Theoretical and Methodological Challenges

Autor/in	Gravani, Maria N.
Titel	Adult Learning in a Distance Education Context: Theoretical and Methodological Challenges
Quelle	In: International Journal of Lifelong Education, 34 (2015) 2, S.172-193 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2014.982728
Schlagwörter	Adult Learning; Adult Education; Distance Education; Foreign Countries; Learning Processes; Open Universities; Phenomenology; Qualitative Research; Educational Background; Prior Learning; Tutors; Context Effect; Influences; Educational Planning; Classroom Environment; Student Evaluation; Emotional Response; Semi Structured Interviews; Cyprus; Greece + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Distance study; Distance learning; Fernunterricht; Ausland; Learning process; Lernprozess; Offene Universität; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Vorbildung; Vorkenntnisse; Förderlehrer; Lehrender; Tutor; Influence; Einfluss; Einflussfaktor; Bildungsplanung; Klassenklima; Unterrichtsklima; Schulnote; Studentische Bewertung; Emotionales Verhalten; Zypern; Griechenland
Abstract	The study aspires, by giving voice to the experiences and perceptions of adult learners and their educators, as they embark on distance learning courses delivered by the Open University of Cyprus and the Hellenic Open University to unveil the adult learning and "fine-grained" processes at work during the organization and delivery of the courses, with the ultimate aim to underline the factors influencing these processes. The project complements previous research and attempts to extract from the findings ideas and practices that could contribute to the re-organization of distance courses that facilitate adult learning. It has as its main units of analysis 16 adult learners and 8 educators, and rests on a research framework that views certain programme elements as being vital in unveiling the processes of adult learning. It harnesses a phenomenological approach and qualitative research techniques. The study contributes to a better theoretical understanding of the processes of adult learning and the mediating role of the distance learning context, in comparison to other previously explored contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01