Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin Chung; Lin, Chia Chun

doi:10.1111/j.1467-8535.2010.01166.x

Cited by 17 publications

(7 citation statements)

References 38 publications

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“…The self‐directed characteristic refers to adult learners' independent ability to drive their learning in OCOPs (Chu et al., 2012). According to Cocquyt et al (2019), adult learners are self‐directed, life‐centred and possess an intrinsic motivation to learn personally relevant skills.…”

Section: Resultsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

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Section: Resultsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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“…Thus, learning is not a destination but a never-ending quest for knowledge, skills and the shaping of attitudes and beliefs. According to transformative learning theory, learners need to assess, question and sometimes even disregard their own beliefs in search of knowledge (Casebeer and Mann, 2017;Chu et al, 2012;Madsen et al, 2014). Theorists acknowledge that, sometimes, it is difficult for learners to step away from their comfort zones.…”

Section: Transformative Learning Theorymentioning

confidence: 99%

“…Sprow Forte and Blouin (2016) extended transformative learning theory's application to adult learning contexts, including professional development, with a holistic perspective for overall development (Izmirli and Yurdakul, 2014). Chu et al (2012) extended the theory to distance education and online learning. Interactive learning works well in the online arena.…”

Section: Connecting Theory and Practicementioning

confidence: 99%

Connecting theory and practice: reviewing six learning theories to inform online instruction

Brieger

Arghode

McLean

2020

EJTD

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Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments. Research limitations/implications Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. Originality/value This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.

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“…Women may possibly express themselves without restrictions of patriarchy structures derived from classroom interactions, texts, and knowledge contents (Hughes, 1995;Tisdell, 1993). However, a web-based feminist learning experience such as online discussion, self-expression, digital poster group, and weblogs may play another learning opportunity, and further develop female learners' leadership (Littlefield & Roberson, 2005) and their transformation (Chu et al, 2012). Kelly, Pomerantz, & Currie (2006) also found that young female learners will develop effective learning and survival strategies in this environment.…”

Section: Introductionmentioning

confidence: 99%

Empowerment Online: Feminist Adult Learning Strategies

Chu¹

2014

Self Cite

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The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environment-weblog. Based on previous qualitative research method and literature review, this study intended to develop and validate a feminist adult learning strategy scale (FALSS) to understand the women's learning strategy by applying weblogs. 417 valid data from the participants in two studies (exploratory and confirmatory factor analysis) were analyzed for the purpose. The results of these studies supported a 15-item, 4-factor FALSS: Empowerment Attempt, Sharing Experiences, Participatory Learning, and Critical Thinking and Open-Mindedness.

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Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

Cited by 17 publications

References 38 publications

Adult learning in online communities of practice: A systematic review

Adult learning in online communities of practice: A systematic review

Connecting theory and practice: reviewing six learning theories to inform online instruction

Empowerment Online: Feminist Adult Learning Strategies

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