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Enabling Adult Learning Advantage in Online Learning Environments

Enabling Adult Learning Advantage in Online Learning Environments

Michael D. Hamlin
Copyright: © 2020 |Pages: 22
ISBN13: 9781799845164|ISBN10: 1799845168|ISBN13 Softcover: 9781799851493|EISBN13: 9781799845171
DOI: 10.4018/978-1-7998-4516-4.ch008
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MLA

Hamlin, Michael D. "Enabling Adult Learning Advantage in Online Learning Environments." Building and Maintaining Adult Learning Advantage, edited by Shalin Hai-Jew, IGI Global, 2020, pp. 187-208. https://doi.org/10.4018/978-1-7998-4516-4.ch008

APA

Hamlin, M. D. (2020). Enabling Adult Learning Advantage in Online Learning Environments. In S. Hai-Jew (Ed.), Building and Maintaining Adult Learning Advantage (pp. 187-208). IGI Global. https://doi.org/10.4018/978-1-7998-4516-4.ch008

Chicago

Hamlin, Michael D. "Enabling Adult Learning Advantage in Online Learning Environments." In Building and Maintaining Adult Learning Advantage, edited by Shalin Hai-Jew, 187-208. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4516-4.ch008

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Abstract

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

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