Online Learning Communities: Implications for Adult Learning

Abstract

The adult education community is well aware of potential of technology to inspire construction of new models of instruction and to accommodate special needs of adults. As yet, however, current applications of technology within adult basic education systems have not taken full advantage of that potential. While computer-based instruction and integrated learning systems are commonly used, capacity of internet and web to provide kind of transformative and self-directed learning which has been described as the ultimate goal of adult educators; has yet to be explored (Pascal-Leone, 1998). There are, however, organizations that are exploring web and using its capabilities to raise quality and accessibility of adult learning opportunities for their membership. These organizations may be characterized as learning communities, because they have sought to meet a diversity of educational and informational needs, and have used technology to provide efficient and affordable learning opportunities to members of their communities. Through this process, potential audience for adult education has expanded, and in a sense, technology has begun to provide not only a means of communication, but a basis for community (i.e., membership in community is conferred by virtue of using technology). Simply put, people recognize a common need or interest, and create an online learning community around it. At same time, these organizations also show evidence of an understanding of special characteristics of adult learning, and necessity to provide instruction that will engage adult learner. Although their primary purpose is not delivery of adult education, they have constructed learning delivery systems that effectively combine elements of distance learning, and traditional models of instruction which are targeted to a wide variety of adults with differing skills, and abilities. The use of technology often blurs traditional distinctions among formal, nonformal, and informal education. The learning delivery systems used by these organizations offer new ways in which adult education community might think about delivery of instruction, definition of a learning event, and how adult learning itself might be conceptualized. Perhaps most importantly, they found ways to address problems of unequal access to information opportunities by going beyond simple access to strive for uses of technology that engage learner. Major features of online learning community are highlighted in Table 1. Table 1: Online Learning Community Model Description An organization that uses technology to mediate between individual and collective needs of its members to assure access to tools for learning.[1] Vision of Adult Leaning Accommodates special social, and Development psychological, and political characteristics of adult learning. Learning Contexts Demonstrates elements of nonformal, informal and information-based models of learning. Indicators of Engaged Provides learning experiences that Learning are transformative, inclusive of life experiences, rewarding, and accommodating of learning differences (Stites, January, 1998). Instructional Model Interactive and generative, provides opportunity for customizing adult learning-adapts to a number of learning styles. Purposes/Goals of To support collective and participatory Learning communication and to meet a diversity of educational and informational needs. …