Adult Learners' Needs in Online and Blended Learning

Autor/inn/en	Diep, Anh Nguyet; Zhu, Chang; Cocquyt, Céline; de Greef, Maurice; Vo, Minh Hien; Vanwing, Tom
Titel	Adult Learners' Needs in Online and Blended Learning
Quelle	In: Australian Journal of Adult Learning, 59 (2019) 2, S.223-253 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Adult Students; Student Needs; Electronic Learning; Blended Learning; Instructional Design; Learning Motivation; Usability; Technical Support; Interpersonal Relationship; Sense of Community; Personal Autonomy; Competence; Relevance (Education) + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; Motivation for studies; Lernmotivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Kompetenz; Relevance; Relevanz
Abstract	Identifying and fulfilling adult learners' needs is critical to instructional designs aimed at enhancing their achievement and self-empowerment. In reviewing different theories and perspectives on adult learning and online and blended learning (OBL), it is noteworthy that there is not a comprehensive framework to guide the design of OBL environments that meet adult learners' needs, and that are underpinned by adult learning theories, online knowledge construction, motivational theories, and technological acceptance models. In this respect, the theory of existence, relatedness, and growth (ERG) (Alderfer, 1972) is applicable to interpret different types of needs to sustain learning motivation. Employing the ERG theory as the overarching framework, the purpose of this paper is to capture adult learners' needs from both positivist and subjectivist perspectives. In other words, the identified needs are to help adult learners optimally perform the learning activities designed to achieve the learning goals on the one hand, and to sustain their motivation during the learning process on the other hand. Thus, the framework is helpful for practitioners, curriculum developers, and researchers who are in search of a theoretical background for both instructional design and empirical investigation. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01