Online Archive of University of Virginia Scholarship
Andragogy & Online Learning: Towards a Systematic Instruction Framework1038 views
Author
Guilbaud, Patrick, Curry School of Education, University of Virginia
Advisors
Covert, Robert, Curry School of Education, University of Virginia
Bunch, John, Curry School of Education, University of Virginia
Burbach, Hal, Curry School of Education, University of Virginia
Firdyiwek, Yitna, Technology Strategies, University of Virginia
Abstract
This dissertation study investigated the impact of the Internet-Based Adult Instruction (Net.Al) framework with regard to instructional development, learning interaction, and institutional engagement in the context of adult education. Net.Al was developed over a three-year span. It is meant to offer a systematic framework or guide to the development of Internet-based adult instruction and/or training.
A participatory action research approach was used to uncover relevant teaching approaches, learning strategies and technical considerations involved in Internet-Based instruction. In depth interviews were held to understand the ways in which instructors manipulate the available features of Instructional Management System (IMS) in conjunction with the Net.Al model to create, review, synthesize, communicate and assess course-related contents.
Results indicate that there is a strong need for a viable framework that will serve as a guide to instructors, facilitators, and instructional designers in the development and roll-out of Internet-Based adult instruction. In addition, the Net.Al model developed and evaluated through this dissertation study offers normative, extendable and repeatable approaches for use in the online learning space.
Degree
PHD (Doctor of Philosophy)
Language
English
Rights
All rights reserved (no additional license for public reuse)
Guilbaud, Patrick. Andragogy & Online Learning: Towards a Systematic Instruction Framework. University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 2007-05-01, https://doi.org/10.18130/V3H902.
