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Essay / Research Paper Abstract
A 5 page paper answering three questions about incorporating technology into the adult learning arena. The questions address topics that include decision-making on what form electronic learning environments should take; how institutions can achieve interactive and collaborative learning experiences in the electronic environment; and the importance of continuous improvement using evaluation and critical reflection. The MLA-format bibliography lists 2 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduTechAdult.rtf
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Unformatted sample text from the term paper:
and conduct of the adult learning experience (for technology-based learning experiences)? (p. 234) Kasworm and Londoner (year) maintain that adult learners can be
introduced to technology in learning through the curriculum and its delivery to them; as a complement to instruction; or as an instructional tool. Who decides what form such design
should take reflects an equally broad base. The first consideration should be that of the level of technical capacity that the learning institution
possesses, of course (Kasworm and Londoner 234). All planning and design constitutes a collective moot point if the institutions technical infrastructure is unable to support the design as it
emerges. After having assured that the institutions hardware and programming base is sufficiently broad, educators then should become involved in converting traditionally brick-and-mortar
courses to the electronic environment. This is not a conversion that needs to be of the all-or-nothing variety, but can be as simple as enhancing the classroom setting or
ensuring more convenient access to the instructor. The institution may or may not wish to fully convert all of the course content to electronic media, but if it determines
that such will be its ultimate goal, it still does not need to achieve that goal in a single step. After the institution
has determined the extent to which it wishes to make course content accessible electronically in terms of both technical capacity and educational content, the students themselves should be included as
well. The convenience of the electronic environment is particularly attractive to adult learners. They may have commitments that prevent them from attending normal daytime classes, and they can
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