Applying Learning Theories in Adult Online Education: Benefits, Challenges, and Practical Approaches

Introduction

• Determining how learning theories are applied and critically reflecting on educational experiences

• Analyzing learning theories and their application to adult online learning is another main topic of this

• Customer pitch for learning design activities was covered in the session.

• Learning theories are theories on how knowledge is absorbed and retained by students.

The purpose of the presentation is to determine how learning theories are applied, critically reflect on the educational experiences. This also focuses on analyzing learning theories and how they relate to adult online learning. The presentation has also discussed a customer pitch for learning design activities. Learning theories are hypotheses regarding how students absorb and retain knowledge. To accommodate the various learning demands and learning styles of their pupils, teachers might employ the many frameworks that these principles offer. Learning theories can support teachers in controlling student behavior in addition to assisting students in understanding the material being taught.

Learning experiences to identify the application of learning theories

• Learning theories attempt to explain how or why learning takes place based on findings from educational research.

• Theories affect how we understand ideas, information, and conduct.

• Using effective learning theories, learning designers can develop and improve educational activities

Objectivism serves as the foundation for theories and methods of teaching that place learning at the center of what has been teach. Based on the results of educational research, learning theories make an effort to explain how or why learning occurs. Theories influence our understanding of concepts, knowledge, and behavior. Learning designers can create and enhance educational activities to match individual learning objectives and learners by utilizing various learning theories (Kang & Kim, 2021). It is crucial to remember that these theories are products of the times in which they were developed and as such not every theory is suitable for every situation. Among them are constructivism and objectivism. The study of the philosophy of knowledge, or how humans learn, is called epistemology.

Ways to apply constructivist learning theories in experience

• Cognitive alignment is necessary for constructivist learning environments.

• Conflict arises when a person's or a culture's direction for cognitive development deviates (Porcaro, 2011).

• Experiential epistemologies can follow culturally determined direction.

For constructivist learning environments to be implemented successfully, cognitive alignment is essential. When an individual's or culture's direction of cognitive progress diverges from a teacher's or institutions, conflict develops. Moreover, for applying constructivist learning theories in experience epistemologies can follow culturally defined paths; their endpoints may be celebrated in one culture but viewed as immature in another. This is in contrast to the literature's frequent description of epistemologies as having a single trajectory from indigenous to complex. In constructivist learning contexts, culture can have an impact on how learners interact with one another (Saleem et al., 2021). Constructivist pedagogy is ineffective in Chinese classrooms because students find it hard to reconcile their traditional teaching methods and beliefs with group projects, and teachers' authority and capacity for independent study are diminished.

Benefits and Challenges of instructivist learning theories

• When it comes to delivering precise and organized information, teaching approaches are frequently quite effective.

• Adult learners who need to pick up knowledge and abilities rapidly (Mller & Mildenberger, 2021).

• ?One problem with instructivist learning theories is their methods do not always make it simpler to use information and skills in real-world situations.

Instructor proficiency Adult learners can gain from an instructor's experience and knowledge, particularly if the instructor possesses specialized knowledge that the learners would like to master. On the other hand, one of the challenges of instructivist learning theories that the strategies of the theory do not always make it easier to apply knowledge and abilities in practical settings. Adult learners frequently take pleasure in putting what they are learning into practice. Adult learners may find it challenging to stay interested and engaged in teaching methods, particularly if the material is viewed as irrelevant or unrelated to their needs and preferences.

Benefits and Challenges of constructivist learning theories

• Learner can gain from a constructivist education in the classroom in various ways (Saleem et al., 2021).

• Learners will learn practice more successfully when they are able to answer their own questions and interact more actively.

• Avoiding standardized testing, which is a helpful tool for assessing student and school progress at the state, district, and federal levels, could be one potential disadvantage.

It encourages learner to ask questions and establish their own perspectives, which strengthens their critical thinking skills and fosters higher student involvement. The rationale for a constructivist method is that learner would learn practice more effectively when they interact more actively and are able to answer their own questions instead of simply listening to a lecture and repeating what they have memorized. One potential drawback of the constructivist method could be its avoidance of standardized testing, which is a useful tool for gauging student and school success at the state, district and federal levels.

Learning theories and their application to online adult learning

• Since heutagogy has pedagogical roots in teaching and adult learning, distance education is especially interested in it.

• Self-determined learning, which includes contracted learning and prior learning assessment, is one of the features of remote education (Hukkinen et al., 2023).

• When the adversarial teaching and learning approach is employed, students actively take part in identifying and planning for their needs.

• Augmenting Human Intellect is a conceptual system that suggests using computers to help in online learning (Tomasello et al., 2005).

Distance education is particularly interested in heutagogy because it has pedagogical roots in teaching and adult learning and shares several important characteristics with heutagogy, such as learner autonomy and self-direction. One of the characteristics of distance education is self-determined learning, which is also included in contracted learning and prior learning assessment. Particularly, because of the ways in which heutagogy expands upon the andragogic approach and because of the opportunities it presents when integrated with other technologies, heutagogy has promise as a philosophy of distance education. Learners actively participate in recognizing and making plans for their needs when using the adversarial teaching and learning style.

Along with the colleagues at the Stanford Research Institute, Engelbart developed a computer architecture that enables humans to perform more tasks, including learning. Originally known as the oNLine Framework (NLS), the framework had its debut as Augment in 1968. The focus on providing tools to support collaborative information work is one of Expand's most notable plan features. Collaboration among individuals doing their work in a nonconcurrent, topographically dispersed manner" was given special emphasis in the Increase project (Anderson, 2022). Boost both thinking sharing and empowered thought organizing. Expand supports connections between ideas and creators, although the structure follows different levels.

Benefits of instructivism, constructivism and integrated approaches in online adult learning environments

• Constructivist learning environments are dependent on research, development, and student self-evaluation (Aminu et al., 2021).

• Blended learning has the ability to increase student engagement by providing a more relevant and connected education.

• Sharing group tasks requires students to hone their interpersonal and clear communication skills.

As constructivist learning environments rely on research, the development of lifelong learning abilities, and learner self-assessment, they promote learner self-direction. By fostering a collaborative and idea-sharing atmosphere in the classroom, constructivism fosters social and communication skills. Through sharing group assignments, learners must develop their ability to communicate ideas clearly and work well with others. By offering a more linked and pertinent education, blended learning has the potential to raise student engagement. The content is made more fascinating and engaging for pupils when different disciplines are combined since they can see the connections between them and how to use them in practical settings.

Challenges of instructivism, constructivism and integrated approaches in online adult learning environments

• These approaches involve presenting real-world scenarios to pupils and asking them to come up with suitable answers.

• Learners have easier access to background material on cases and issues because of advancements in technology tools (Nigam et al., 2021).

• People with expertise in cases or issues can also benefit the team by providing guidance, feedback, and other forms of assistance in solving problems.

Partial or full solutions can be investigated in more cases or case archives. Individuals, such as case/issue experts, can also help the team by offering knowledge, criticism, and other support in coming up with solutions. As a result, cutting-edge technology tools along with integrated strategies can make it easier for newcomers to obtain information, training, and under the direction of professionals, competent to raise pupils' level of subject-matter competence. These methods ask students to identify appropriate responses to real-world circumstances that are presented to them. The development of technological tools has made it easier for students to obtain background information on instances and issues (Nigam et al., 2021). Individuals with case or issue expertise can also help the team by offering direction, criticism, and other support in resolving issues.

Recommendation on applying learning theories in online adult learning

• From pedagogy to andragogy to heutagogy, the heutagogic approach can be recommended on applying learning theories in online adult learning.

• The cognitive development of the learner develops in tandem with growth and is necessary for critical reflection and discussion.

• This can help in progression in which the learner advances in maturity and autonomy (Blaschke, 2012).

While less mature learners require more instructor guidance, more mature learners can be more independent in their learning and require less control from the instructor and course structure. This pyramid can also incorporate the learner's cognitive development, which advances concurrently with growth and is a prerequisite for critical reflection and conversation. Heutagogy, which builds on andragogy, is a continuum of andragogy that expands upon the andragogy approach. In andragogy, the instructor creates the curriculum, conversations, questions, and exams according to the needs of the student. When it comes to using learning theories in online adult learning, the heutagogic method is suggested above pedagogy, andragogy and heutagogy. A learner's cognitive development grows concurrently with their growth and is essential for critical analysis and dialogue. This can support the learner's advancement as they grow in maturity and independence.

Design learning activities and justification

• The goal of learning design is to give educators a framework that can help close the knowledge and practice gaps.

• A key component of the learning environment is the tools, resources and services (Mota et al., 2014).

• New academic and social knowledge, skills, and talents are examples of learning outcomes.

This exists between rich descriptive models and technologies and teachers' everyday experiences. Learning design is the application of learning design knowledge during the development of a particular learning unit (LOU), such as a lesson, program, course, or learning event. A learning activity consists of four components one of these are learner component, which includes identities (interests, needs, and motivations), skills (abilities, knowledge, and capacities) and roles (approaches and participation methods). Other component that is people involved and their distinct roles in the exchange includes mediation, assistance, mentoring, challenge and direction.

Ways to apply instructivist and constructivist learning approaches

• Constructivism and teaching are not mutually exclusive in the sense that one approach cannot provide the answer.

• Teachers should be aware of the patterns they are encountering to help students (Nguyen et al., 2022).

• Their evolving concepts and the instructional or constructivist pedagogical choices they make.

In the sense that are not retain a constructivist classroom if it has been determine that direct instruction is suitable at any particular time, instructionalism and constructivism are exclusive. However, teaching and constructivism are not exclusive in the sense that believes the final solution can only come from one strategy. The idea is that in order to assist students in organizing and adapting their conceptual knowledge, understanding and abilities, teachers need to be aware of the patterns that they are now experiencing. Their developing ideas and the pedagogical decisions make, whether constructivist or instructional. This enables them to expand and develop their schema by utilizing their prior knowledge and experiences.

Important pitching skills

• An engaging tale is the foundation of any effective presentation.

• Storytelling is a powerful tool for attracting attention and fostering relationships because people are naturally drawn to stories (Beauregard et al., 2020).

• It is critical to express the opinions concisely and clearly.

Any good presentation starts with a well-crafted story. Since humans are story-lovers by nature, storytelling is an effective means of drawing people in and building relationships. Gaining control of nonverbal communication is crucial to leaving a lasting impression and establishing connection with the targeted audience. Communication is also one of the important skills for pitching. It is important to communicate the views clearly and succinctly. The initial step is to reduce the message to its essentials as well as concentrate on getting the points across. One of the important skills is also to refrain from giving the public much information rather, making the presentation memorable and brief.

Recommendation related to improving the pitching related skills

• Establishing the aim and objectives of honing throwing skills is vital.

• Customizing the effective pitch to the target audience is one of its top most crucial components (Kusmanoff et al., 2020).

• For avoiding departing from the subject or repeating oneself, presenters is suppose keep their speeches succinct and straightforward.

Before developing throwing skills, it is critical to set goals as well as objectives in order to increase throwing talents. One of the most crucial components of a good pitch is regarded as tailoring it to target audience. It is critical to comprehend their values, needs, expectations as well as identity. An effective pitch need to have an easy-to-understand format that leads the audience through the main ideas and calls to action (Valeiras?Jurado, 2020). It is also crucial to use clear, concise sentences, active verbs that are precise, omit superfluous words and details as well as support the points with examples or stories. Additionally, individual should avoid digressing or repeating by keeping presentation clear and short.

Conclusion

• As the previous discussion has shown, objectivism is the foundation of theories and methods of teaching that center learning on what has been taught.

• The successful implementation of constructivist learning environments requires cognitive alignment.

Distance education is particularly interested in heutagogy because it has pedagogical roots in teaching and adult learning.

From the above discussion, theories and approaches to education that focus learning around what has been taught are grounded in objectivism. Cognitive alignment is necessary for constructivist learning environments to be implemented successfully. This could be very beneficial for adult learners who need to pick up skills and knowledge quickly, especially for job training or professional development. There are several ways in which a constructivist education in the classroom might benefit students. Since distance education shares numerous significant qualities with heutagogy, including learner autonomy and self-direction, and has pedagogical roots in teaching and adult learning, it is particularly interested in heutagogy.

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