In the first Padlet exercise of LRNT 622 I listed a few overarching goals, one of which described that findings should be applicable to an adult learner group, making Adult Learning Theory seemingly a good fit. Ruey (2010) explores how using Knowles’ contract learning concept can help learners plan experiences based on their needs, prior experiences, goals, interests and self-concept. Doing so can increase learner self-awareness around their preferred learning style, which can help the learner assume more responsibility for their own learning. Since the model I hope to evaluate would include on-demand learning, this theoretical framework should help to provide a backbone of known information off of which my research will build.
The second framework that seems like it may be valuable to bound the research is Engagement Theory, which also focuses on experiential and self-directed learning (Kearsley & Shneiderman, 1993). Bonk and Khoo (2014) suggest that learner engagement is manifested through behaviour, and that “when it comes to achievement, involvement in the learning process matters” (p. 209).
A couple of questions popped up for me to consider:
- I wonder if the fact that the professional development I am exploring is mandatory and tied directly to the learners’ ability to sustain their professional designation will have an impact?
- I wonder how or if a learner’s ability and comfort level with using technology will factor in when evaluating strategies for online professional development?
References
Bonk, C. J., & Khoo, E. (2014). Adding some TEC-VARIETY: 100+ activities for motivating and retaining learners online (pp. 1-368). OpenWorldBooks.com and Amazon CreateSpace.
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational technology, 38(5), 20-23.
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online lea rning. British Journal of Educational Technology, 41(5), 706-720. doi:10.1111/j.1467-8535.2009.00965.xv
Hello Karen!
Your topic is particularly challenging due to the coincidence of on-demand and mandatory components. In addition to these, you include the learner’s level of comfort with technology.
On the one hand, being mandatory should facilitate estimating the demand there would be for any given course, since the potential audience can be known in advance. On the other hand, in order to ensure a “smooth fit” with technology you might consider a few preliminary sessions offering those in need a “technological refresh” to bring them up to speed.
An additional element to mention here is the empathy that shall kick in during the tech support sessions, providing self-assurance along the process since adults increase the meaning of their learning when their knowledge is obtained through lived experiences (Kasl & Yorks, 2014).
I hope you get some benefit from this simplistic approach to your proposed theoretical frameworks. Best of luck.
Cheers!
Alfonso
References
Kasl, E., & Yorks, L., (2014). Do I really know you? Do you really know me? And, how important is it that we do? Relationship and empathy in differing learning contexts. Adult Education Research Conference. Retrieved from https://newprairiepress.org/aerc/2014/papers/39
Thanks for your comment, Alfonso. I think you’ve hit the nail on the head – my topic is too large. I do appreciate your ideas on how my two questions can be tackled in practice and am inspired to do a bit more reading. Since posting this to my blog, I am more certain that Adult Learning Theory could be the best fit to bound my research and to provide a jumping off point for the reader. Since I am trying to explore how an organization can evaluate DLE frameworks, perhaps the other bits (retention, engagement, motivation) could factor through further exploration of Engagement Theory. I hope to gain a bit more clarity as I continue working on the Literature Review section. Thanks, Alfonso! Your comments were very helpful to me!