Professional Development of Adult Learners through Open and Distance Learning

Abstract

The concept of human knowledge is a human construct, and therefore, researching experience from the point of view of those who are living it following a social constructivist paradigm will likely reveal valuable information. Topics covered in this review suggest that the topic "professional development of adult learners" might focus on (a) the choice of learning, in other words, why adults opt for open and distance learning, (b) professional development, (c) learning as adult learners, (d) professional practice, (e) quality assurance, (f) performance in distance education programs, and (g) challenges facing adult students. Approaches that deal with flexible learning are referred to as online or distance learning (ODL). Other examples of flexible learning options available to adult ODL learners are learning from work and employer engagement, part-time study, webbased or blended learning, time driven programs at students' pace, contact sessions, workshops and seminars.

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

“…An overview of literature review was used as a method in compiling the chapter because it promotes an understanding of the focus area and the criticisms that have been made on the topic [4]. It helps in finding research gaps, bringing scattered pieces of information together, and refining the research topic to an understandable level [5].…”

“…There are some institutional challenges that can affect distance learning in higher education institutions. Some of these challenges that must be noted in higher education pertaining may be related to the following issues, namely: (a) quality assurance plans are often too broad and not favorable to distance-learning settings; (b) lecturers tend to have a "passive resistance" to getting involved; (c) some lecturers that facilitate distance-learning programs have not been provided enough special training on the delivery of open and distance-learning practices; (d) time restraints for lecturers appear to be a challenge that ought to be overcome along with the development of a common institutional approach to distance learning; (e) shortage of tools and technologies that enable scalability; (f) lack of financial sustainability models; (g) lack of committed and qualified cadre of quality assurors and experts with the relevant distance-learning qualifications [4].…”

Developing the Workforce of the Digital Future: Leveraging Technology to Train Community-Based Mobile Mental Health Specialists

“…Treatment manuals introducing empirically supported treatments are often time-consuming to review and complex to (Stirman et al, 2010). Research on distance learning supports the use of abbreviated and focused content, reduced jargon, and mnemonics to allow for chunking and easier retention (Mahlangu, 2017). Further, the use of core principles-rather than protocolized directives-allows for flexible and patient-centered intervention delivery.…”

Interrogating the Concept ‘Openness’ in Open Distance Learning (Odl)

“…Open and Distance learning institutes need to have quality assurance tools in place and these should be constructed and handled by staff who are engaged and involved in the construction of these tools as they can easily relate or implement them as desired (Mahlangu, 2017).…”