Developing Web-based Academic Adult Education: Learning Experiences as Starting Points for Planning and for Continuous Development
Maunula, M., & Isosomppi, L. (2015). Developing Web-based Academic Adult Education: Learning Experiences as Starting Points for Planning and for Continuous Development. The International Journal of Interdisciplinary Educational Studies, 10 (2), 27-37. Retrieved from http://ijiest.cgpublisher.com/product/pub.265/prod.66
© the Authors © Common Ground Publishing. This is an author's final draft version of an article whose final and definitive form has been published by Common Ground Publishing. Published in this repository with the kind permission of the publisher.
Different innovative web-based solutions for adult learning have made wide-ranging global breakthroughs. Increasingly flexible initiatives are expected in the future from web-based solutions in education and in developing expertise. Global changes reach individuals in their everyday lives, and web-based education enables the realization of lifelong learning in many ways. Traditionally, academic adult students' most central challenge has been the practical difficulties in participation: many connecting factors and responsibilities overlap in their busy everyday lives. New web-based teaching solutions have enabled participation in academic studies more equally and for an increasingly wider group of people. In practice, the development continues proceeding as a process of different experiments, mistakes, and insights. In this article we present, with regard to pedagogical candidate-level research methodology studies in Finland, the development of web-based studying and teaching, adult students' experiences, and evaluation of their own learning and the experiences of teachers regarding challenges and future views of web-based teaching. Especially in web-based academic adult education, the significance of the planning stage and web-based pedagogical and adult educational starting points are emphasized: flexibility, independence of time and place, intelligibility of high quality expert teaching, and wider recognition of starting points of adult student. ...