A Theoretical Model for Designing Online Education in Support of Lifelong Learning

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

Lawrence A. Tomei (Robert Morris University, USA)
Copyright: © 2007 |Pages: 24
DOI: 10.4018/978-1-59904-319-7.ch006
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Abstract

The escalating infusion of online education to promote lifelong learning has triggered a reexamination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

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