Flexible and Open Classrooms for Adult Learners

Introduction

. . . . 

• Adult learning

• Definition of "Open Learning"

• Checklist of case studies

• Additional aspects for ELE

Internal articles

• On-Line But Off Course: A Wish List for Distance Educators

• The independent study environment

• SOLT Newsletter - supporting online Learening and Teaching

• Strategic Values of Distance Education

• Studieverksted – AFEL i praksis?

• The Open Learning Center at VOX

Adult learning

Adults learn better in a non competitive environment where they can work together with others and where they are in control of their learning process. (van Zon 1990). They are more motivated when they acquire knowledge and skills in a situation where their self respect is not at risk.

The learning climate is important; age and life experience are aspects that should taken in consideration when developing learning environments. (see further Educational aspects).

Also the relationship with the teacher is important. As stated in the Focal interim report "the strive for equality of status between student and counsel (avoiding the title of ‘teacher’) " is an important aspect. In more "traditional" educational context there is the teacher who prescribes the rules and who decides on the progress in learning. This balance of power should be avoided. An adult wants to be treated as an equal. That is why in adult education open learning can be important. The aim here is creating conditions where the adult can learn in a motivating and stimulating way.

Definition of "Open Learning"

What is open learning? This is taken to mean provisions for learners where they have some control regarding how they learn, where they learn, when they learn and the pace at which they learn. The term distance learning is usually applied to open learning which takes place at a distance from the provider of the learning materials.

Phil Race (1998) prefers flexible learning as the umbrella term for open, distance, e-learning and other learning methods " where learners have some control of the time, place, pace and processes of their study of particular parts of the curriculum."

An electronic learning environment can facilitate flexible/open/distance learning.

Van Zon writes that not only flexible learning methods are important in adult education but says that the adult - wherever possible - should be involved by defining the learning goals. (In more "traditional educational programs with regular students " we also see the trend to reorganise the curriculum in student centred learning where students have to define their learning goals like in problem based learning)

Electronic or virtual learning environments. (Dekeyser H., Huisman W., Rusman E., Schlusmans K., Wagemans L., 2000).

When you design a course in an electronic learning environment (ELE) you have to consider the same principles as when you develop a traditional course but you have to be aware of additional aspects :

• the educational design
• the content
• the presentation
• the language used
• the additional aspects for ELE

Checklist of case studies

The next key questions are based on educational designing instructions for electronic learning environments (Weston e.a.; 1999)

1. What are the learning outcomes I want to achieve?
2. What content; information shall I use? (see also content)
3. Who is my target group:
4. Starting level; knowledge of the content, age, level, background, learning style, computer skills …?
5. How can I motivate them?
6. Considering the goals, the content and the target group, what learning environment is the most adequate?
7. What does the learner have do in this learning environment
8. How and when can the teacher coach and give feedback?
9. How and what will the teacher/coach evaluate?

1. The topics? A part of the course? Complete course?
2. Is it relevant? Is it clear?

Learning situations consist of the student activities and the learning environment that should stimulate these activities. Important are the learning tools, guidance and the source of information

When we use electronic learning environments (ELE) as a learning tool and we want to design learning activities we have to consider the following questions:

1. What information do we present electronically?
2. How do we present it?
3. The learning material should be easily readable on the screen, interactive, not too many hyperlinks,..
4. The student can choose his own learning route; (the information is not presented in a linear way)
5. Is there an overview of the contents?
6. Is communication possible?
7. How do students communicate; with the coach and the other learners?
8. How do we stimulate and assess this communication and discussion?

Additional aspects for ELE

1. What are the computer/ICT skills of the students?
2. Has the teacher the skills to develop/use ELE? Does he get support ?
3. Has the teacher the skills to coach the student in ELE?

1. Is the infrastructure adequate?
2. Are modern computers and printers available?
3. Can the network support the access for all students at the same time?
4. Who is responsible for the maintenance and the administration of the information?
5. Who gives students access?
6. Who coordinates changes?
7. Is there an impact on the curriculum level?

1. Financial support?
2. Is there enough capacity to avoid an overload of the network, PC- classes,….?