Exploring online study behaviors of adult learners: A case study focusing on teachers’ professional development program

Q1 Social Sciences

E-Learning Pub Date : 2021-11-23 DOI:10.1177/20427530211058289

Ünal Çakıroğlu, Melek Atabay

引用次数: 0

Abstract

It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.

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成人学习者在线学习行为研究:以教师专业发展计划为例

支持成人学习者采用在线学习需要大量的精力。因此，在线学习如何与成人学习交叉的问题可能为理解在线学习本身提供有意义的途径。本研究旨在了解在线教育技术硕士课程教师的在线学习行为。这个案例研究涉及一门研究方法课程，这是教师在线项目的一部分。使用在线控制表和访谈作为数据收集工具。结果表明，分享、解决问题、产品开发、监控和研究是影响学习行为的主要活动。这些活动中的一些行为是对之前学习行为的重塑，而另一些行为则是在学习过程中新出现的。成人学习者的特点、网络环境特点和项目环境是影响学习行为的主要因素。最后，讨论了更好的在线成人学习体验的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.