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Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning

Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning

Glenn Finger
Copyright: © 2007 |Pages: 22
ISBN13: 9781599043197|ISBN10: 159904319X|ISBN13 Softcover: 9781599043203|EISBN13: 9781599043210
DOI: 10.4018/978-1-59904-319-7.ch003
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MLA

Finger, Glenn. "Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning." Online Education for Lifelong Learning, edited by Yukiko Inoue, IGI Global, 2007, pp. 51-72. https://doi.org/10.4018/978-1-59904-319-7.ch003

APA

Finger, G. (2007). Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning. In Y. Inoue (Ed.), Online Education for Lifelong Learning (pp. 51-72). IGI Global. https://doi.org/10.4018/978-1-59904-319-7.ch003

Chicago

Finger, Glenn. "Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning." In Online Education for Lifelong Learning, edited by Yukiko Inoue, 51-72. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-319-7.ch003

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Abstract

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

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