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Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

Jeffrey Hsu, Karin Hamilton, John Wang
Copyright: © 2012 |Pages: 18
ISBN13: 9781466609242|ISBN10: 1466609249|EISBN13: 9781466609259
DOI: 10.4018/978-1-4666-0924-2.ch008
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MLA

Hsu, Jeffrey, et al. "Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques." Professional Advancements and Management Trends in the IT Sector, edited by Ricardo Colomo-Palacios, IGI Global, 2012, pp. 109-126. https://doi.org/10.4018/978-1-4666-0924-2.ch008

APA

Hsu, J., Hamilton, K., & Wang, J. (2012). Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques. In R. Colomo-Palacios (Ed.), Professional Advancements and Management Trends in the IT Sector (pp. 109-126). IGI Global. https://doi.org/10.4018/978-1-4666-0924-2.ch008

Chicago

Hsu, Jeffrey, Karin Hamilton, and John Wang. "Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques." In Professional Advancements and Management Trends in the IT Sector, edited by Ricardo Colomo-Palacios, 109-126. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0924-2.ch008

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Abstract

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

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