Motivation of computer based learning across adulthood

Leen, Eline A. E.; Lang, Frieder R.

doi:10.1016/j.chb.2012.12.025

Cited by 23 publications

(35 citation statements)

References 29 publications

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“…Corbalan et al (2008) found that learners with lower levels of competence in a domain lack the ability to make productive use of learner control; Artino (2009a) observed, in his survey study on how feelings, and actions are associated with the nature of an online course, that a lack of control on the part of the learner results in boredom and frustration. Leen and Lang (2013) found that older adults had a strong need for a sense of belonging and personal growth, and thus a heightened interest in learner control, whereas younger adults' motives for learning were more competition-related. Learners with a high need for control might tend to adopt e-learning quickly, whereas learners with low self-control abilities tend to reject e-learning (Yu et al 2007).…”

Section: Learner Controlmentioning

confidence: 99%

“…(e.g., Artino 2009aArtino , 2009bCorbalan et al 2008;Hughes et al 2013;Hung et al 2011;Leen and Lang 2013;Lin et al 2012;Mohammadi 2015;Reychav and Wu 2015;Roca et al 2006;Ting 2013;Yu et al 2007)). These publications consider learner control to be an inclusive concept that describes the degree of control that learners have over the content and activities within the learning environment.…”

Section: Learner Controlmentioning

confidence: 99%

“…We identified 24 publications which address personalization (e.g., Hung and Hyun 2010;Law and Sun 2012;Leen and Lang 2013;Liaw et al 2010;Ma 2012;Reichelt et al 2014;Yu et al 2007). In these publications, personalization is defined as nonhomogenous experiences related directly to the tailoring of the learning environment (both the characteristics and objects) to the inherent needs of each individual learner (topics of high interest value).…”

Section: Personalizationmentioning

confidence: 99%

“…Some of the retrieved publications report on interventions carried out to identify the effect of personalization on a mix of learner variables, whereby Reichelt et al (2014), using a quasi-experimental set-up including document analysis, and Leen and Lang (2013), using a survey study, found that personalized learning materials, a good fit of learning contexts integrating the personal preferences of the learners and communicative features expressed in a personalized style contribute to enhanced motivation and learning, seem to engage learners in learning processes and provide learning success. Accordingly Ai-Lim Lee et al (2010) investigated the influence of a desktop virtual reality application's constructivist learning characteristics on learning outcomes.…”

Section: Personalizationmentioning

confidence: 99%

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In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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Section: Learner Controlmentioning

confidence: 99%

Section: Learner Controlmentioning

confidence: 99%

Section: Personalizationmentioning

confidence: 99%

Section: Personalizationmentioning

confidence: 99%

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In search of attributes that support self-regulation in blended learning environments

2016

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“…the intrinsic and personal growth components increase with age (Grube & Hertel, 2008;Leen & Lang, 2013). This means, when adults get older, intrinsic motives like the urge to learn because of own interests and individual fulfillment become more and more important compared to motives from outside which are important for younger persons, like good grades, a good job perspective or reputation and prestige earned by learning (Heckhausen & Heckhausen, 2006).…”

Section: Adult Learners: a Very Heterogenic Groupmentioning

confidence: 99%

Innovative and Technology-Enhanced Learning Approaches for Older Adults

Hetzner¹,

Leen²

2016

Ariadna

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As adult learners, and especially learners older than sixty years of age, are a very heterogenic group, it is challenging to create learning concepts which suit the entire group and respect particular needs. E-learning can be a solution, as it is possible to learn very individually but still as part of a learning community when participating in an e-learning course. E-learning courses for older adults about ICT learning have revealed that this can be a very successful way of learning as long as some didactical principles are fulfilled, and communication and support is offered to the learner. This article describes some basic guidelines for successful ICT courses for older adults and offers a solution for older adults who still have negative feelings towards using ICT. With the possibilities of mobile learning, ICT literacy acquisition becomes even easier as tablet use requires less technology skills than the use of a standard computer. As first results of mobile learning for older adults are very promising, a new European project offers learning material for unexperienced users in four European countries. This project is also introduced in this article.Keywords: e-learning, mobile learning, adult learners, older learners, tablets. ResumenDado que los alumnos adultos (y especialmente los alumnos mayores de sesenta años) son un grupo muy heterogéneo, es un reto crear conceptos de aprendizaje que se acoplen a la totalidad del grupo y respeten las necesidades particulares. El aprendizaje en línea puede ser una solución, pues posibilita un método de aprendizaje muy individualizado pero sin dejar de formar parte de la comunidad de alumnos que participan en un curso de estas características. Los cursos en línea para el aprendizaje de las TIC destinados a la tercera edad han revelado que este puede ser un modo muy adecuado de aprendizaje, siempre que se cumplan ciertos principios didácticos y que se ofrezca comunicación y apoyo al alumno. Este artículo describe algunas directrices básicas para la idoneidad de cursos sobre las TIC destinados a las personas mayores, y ofrece una solución para esa parte de la tercera edad que mantiene todavía ideas negativas hacia el uso de dichas TIC. Con las posibilidades de aprendizaje que brindan los dispositivos móviles, la adquisición de conocimientos sobre las TIC se facilita aún más, pues el uso de una tableta requiere menos destrezas tecnológicas que el uso de un ordenador estándar. Dado que los primeros resultados del aprendizaje a través de dispositivos móviles para la tercera edad son muy prometedores, un nuevo proyecto europeo ofrece material de aprendizaje para usuarios sin experiencia previa en cuatro países europeos. El presente artículo da a conocer también ese proyecto.Palabras clave: aprendizaje en línea, aprendizaje mediante dispositivos móviles, alumnos adultos, alumnos de la tercera edad, tabletas.

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How Do Older Adults Learn Informally via Social Media? A Pilot Study of Chinese Urban Older Adults

Chen

Gao

2021

Lecture Notes in Computer Science

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Motivation of computer based learning across adulthood

Cited by 23 publications

References 29 publications

In search of attributes that support self-regulation in blended learning environments

In search of attributes that support self-regulation in blended learning environments

Innovative and Technology-Enhanced Learning Approaches for Older Adults

How Do Older Adults Learn Informally via Social Media? A Pilot Study of Chinese Urban Older Adults

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