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What can be done at the last minute to assist learners and not further frustrate their learning?
How will this affect the proposed outcome and learner assessment? Research the benefits of technology for adult learners as well as drawbacks and potential obstacles.
List 6 benefits of using technology for adult learners that are most important.
List 6 drawbacks in using technology with adults. Use outside supporting sources to justify your choices. Relate adult use of technology to Daniel Levinson's developmental stage theory
. Relate adult use of technology to both the affective domain and motivation theories. How can both influence the facilitation of e-learning for adults? What are typical cost factors and benefit factors that should be considered when using e-learning techniques for course or module delivery?
There are a few things that can be done at the last minute to assist learners and not further frustrate their learning. One thing that can be done is to provide clear and concise instructions. Another thing that can be done is to provide additional resources that might be helpful. Finally, it is important to be available to answer any questions that learners might have.
Doing these things at the last minute will not necessarily affect the proposed outcome or learner
assessment. However, it is important to make sure that the instructions are clear and that the resources are appropriate. Additionally, it is important to be available to answer any questions that learners might have.
Some benefits of technology for adult learners include the ability to learn at one's own pace, the
ability to tailor learning to individual needs, and the ability to access learning materials at any time and from any location. Drawbacks and potential obstacles include the high cost of some technology-based learning tools, the need for a high level of computer literacy, and the potential for technology-based learning to be less personal and interactive than face-to-face learning.
Benefits of using technology
Technology can provide adult learners with more flexible learning opportunities.
Technology can help adult learners to better manage their time.
Technology can help adult learners to better understand complex concepts.
Technology can help adult learners to better retain information.
Technology can help adult learners to better connect with other learners.
Technology can help adult learners to better prepare for exams and assessments.
Drawbacks of using technology
Technology can be expensive.
Technology can be difficult to use.
Technology can be distracting.
Technology can be time-consuming.
Technology can be frustrating.
Technology can be addictive.
Daniel Levinson's developmental stage theory posits that adults go through distinct stages in their lives, each characterized by different attitudes, values, and behaviors. While there is no single stage that corresponds directly to the use of technology, it is possible to see how different
stages might be associated with different ways of using technology. For example, adults in the "stagnation" stage of life (ages 40-65) might be more likely to use technology for utilitarian purposes, while adults in the "reorientation" stage (ages 65+) might be more likely to use technology for leisure and entertainment.
The affective domain includes factors such as attitudes, beliefs, and emotions. Motivation theories deal with factors that energize and direct behavior. Both can influence facilitation of e-
learning for adults.
Cost factors that should be considered when using e-learning techniques include the costs of developing and delivering the content, the costs of technology, and the opportunity costs of not using other instructional methods. Benefit factors include the potential to reach a larger audience, the potential to deliver content more efficiently, and the potential to improve learning
outcomes.
One method for helping students without a second to spare minus any additional disappointing their learning is to give clear and brief guidelines. It is critical to be clear about what is generally anticipated and what the student ought to do to effectively follow through with the job. Also, it is useful to give an illustration of what the eventual outcome ought to resemble.
One more method for helping students is to give extra assets that may be useful. This could incorporate connections to sites, PDFs of important data, or even contact data for somebody who could respond to questions. It is critical to ensure that the assets are proper and that they will really be useful to the student.
At last, it is critical to be accessible to address any inquiries that students could have. This could mean giving a telephone number or email address that they can use to reach you, or setting up an opportunity to meet face to face. It is vital to ensure that students feel like they can connect with you assuming they need help.
Doing these things without a second to spare won't be guaranteed to influence the proposed result or student evaluation. Nonetheless, it is essential to make sure that the directions are
understood and that the assets are suitable. Also, it is vital to be accessible to address any inquiries that students could have
Some benefits of technology for adult learners include the ability to learn at one's own pace, the
ability to tailor learning to individual needs, and the ability to access learning materials at any time and from any location. Drawbacks and potential obstacles include the high cost of some technology-based learning tools, the need for a high level of computer literacy, and the potential for technology-based learning to be less personal and interactive than face-to-face learning.
One benefit of technology for adult learners is the ability to learn at one's own pace. This can be especially helpful for adults who are returning to school after a long break, or who have busy work and family schedules. With technology-based learning, adults can study when it is convenient for them, and can take as much or as little time as they need to complete a course or
assignment.
Another benefit of technology for adult learners is the ability to tailor learning to individual needs. With technology-based learning, adults can choose what material they want to learn, and
can tailor their learning experiences to their own goals and interests. For example, an adult learner who is interested in learning about a specific topic can use technology to find resources that are specifically about that topic, and can tailor their learning to their own needs and interests.
A final benefit of technology for adult learners is the ability to access learning materials at any time and from any location. With technology-based learning, adults can study from anywhere that has an internet connection and can access learning materials at any time of day or night. This can be especially helpful for adults who live in rural areas or who have limited access to transportation.
Drawbacks and potential obstacles to technology-based learning for adults include the high cost of some technology-based learning tools, the need for a high level of computer literacy, and the potential for technology-based learning to be less personal and interactive than face-to-face learning.
One potential drawback of technology-based learning for adults is the high cost of some technology-based learning tools. While many technology-based learning tools are free or low-
cost, some can be quite expensive. For example, a high-quality online course can cost hundreds of dollars, and a quality learning management system (LMS) can cost thousands of dollars.
Another potential drawback of technology-based learning for adults is the need for a high level of computer literacy. In order to effectively use technology-based learning tools, adults need to have a basic understanding of how to use computers and the internet. For adults who are not computer literate, using technology-based learning tools can be difficult and frustrating.
Finally, another potential drawback of technology-based learning for adults is the potential for technology-based learning to be less personal and interactive than face-to-face learning. Technology-based learning can sometimes be less personal because it is not always possible to have a one-on-one interaction with a teacher or instructor. In addition, technology-based
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learning can sometimes be less interactive because it can be difficult to get immediate feedback from a teacher or instructor.
Technology can provide adult learners with a number of advantages. Perhaps the most significant advantage is that it can offer more flexible learning opportunities. For adult learners who are balancing work and family commitments, being able to study at times that suit them can be a real game-changer.
Technology can also help adult learners to better manage their time. With technology, learners can often complete tasks more quickly than they could without it. For example, learners can use online research tools to find information more quickly than they could by trawling through library resources.
Technology can also help adult learners to better understand complex concepts. With the help of animations, simulations and other visual aids, concepts that might otherwise be difficult to grasp can be made much more accessible.
Technology can also help adult learners to better retain information. Studies have shown that learners who use technology as part of their studies are often better able to remember what they have learned. This is thought to be because using technology is an active process, rather than a passive one.
Technology can also help adult learners to better connect with other learners. Social media platforms and online forums provide a great way for learners to connect with others who are studying the same thing. This can be a valuable way of exchanging ideas and getting feedback.
Finally, technology can help adult learners to better prepare for exams and assessments. By using technology to create mock exams and tests, learners can get a better sense of what to expect and can identify any areas where they need to focus their revision.
While there are many advantages to using technology for adult learners, there are also some drawbacks. One of the biggest drawbacks is that technology can be expensive. If learners need to purchase their own devices or software, this can add up to a significant cost.
Technology can also be difficult to use. For adult learners who are not familiar with using technology, learning how to use new devices or software can be a challenge. This can lead to frustration and can cause some learners to give up altogether.
Technology can also be distracting. It can be all too easy for learners to get side-tracked when they are using technology for their studies. This can lead to them taking longer to complete tasks and can impact on the quality of their work.
Technology can also be time-consuming. While it can often help learners to complete tasks more quickly, it can also lead to them spending more time than necessary on tasks that could be
completed more quickly without the use of technology.
Technology can also be frustrating. When things go wrong, it can be difficult to troubleshoot the problem. This can lead to wasted time and can impact on learners' motivation.
Finally, technology can be addictive. For some learners, the urge to check social media or play online games can be too much to resist. This can impact on their studies and can lead to them neglecting other important aspects of their life.
Different stages of life are associated with different priorities and activities, which in turn may be associated with different ways of using technology. For example, young adults in the "exploration" stage of life (ages 18-40) may be more likely to use technology for work and career-related purposes, while adults in the "stabilization" stage (ages 40-65) may be more likely
to use technology for family and home-related purposes. As adults enter the "retirement" stage (ages 65+), they may again be more likely to use technology for leisure and entertainment purposes.
While there is no single stage of life that corresponds directly to the use of technology, it is possible to see how different stages might be associated with different ways of using technology. For example, adults in the "stagnation" stage of life (ages 40-65) might be more likely to use technology for utilitarian purposes, while adults in the "reorientation" stage (ages 65+) might be more likely to use technology for leisure and entertainment.
The affective domain includes attitudes, beliefs, and emotions. Adults may have positive or negative attitudes towards e-learning, which can impact their motivation to engage with the content. For example, if adults believe that e-learning is a waste of time, they are less likely to be motivated to engage with the content. However, if adults believe that e-learning is an effective way to learn, they are more likely to be motivated to engage with the content.
The affective domain also includes emotions. Adults may feel anxious or stressed when engaging
with e-learning content, which can impact their motivation to continue learning. However, if adults feel supported and comfortable when engaging with e-learning content, they are more likely to be motivated to continue learning.
Motivation theories deal with factors that energize and direct behavior. Intrinsic motivation comes from within oneself, whereas extrinsic motivation comes from external factors. Adults may be motivated to engage with e-learning content if they are intrinsically motivated, for example if they are curious about the topic or if they enjoy learning. However, adults may also be motivated to engage with e-learning content if they are extrinsically motivated, for example if they are required to complete the content for a job or if they are offered a reward for completion.
Both the affective domain and motivation theories can influence facilitation of e-learning for adults. If adults have positive attitudes and beliefs about e-learning, and if they are motivated to
engage with the content, they are more likely to be successful in e-learning.
There are a number of cost factors that should be considered when using e-learning techniques for course or module delivery. These cost factors include the costs of developing and delivering the content, the costs of technology, and the opportunity costs of not using other instructional methods.
The costs of developing and delivering e-learning content can be significant. The content must be designed and developed in a way that is engaging and effective for learners. In addition, the
delivery of e-learning content often requires specialized technology and software, which can add
to the cost.
The opportunity costs of not using other instructional methods should also be considered. E-
learning may be more expensive than other instructional methods, such as face-to-face instruction. However, e-learning can also be more efficient and effective, which can offset the cost.
There are also a number of benefit factors that should be considered when using e-learning techniques for course or module delivery. These benefit factors include the potential to reach a larger audience, the potential to deliver content more efficiently, and the potential to improve learning outcomes.
E-learning can reach a larger audience than other instructional methods. This is because e-
learning can be delivered to learners anywhere in the world, regardless of location.
E-learning can also be more efficient than other instructional methods. This is because e-
learning can be delivered more quickly and easily than other instructional methods. In addition, e-learning can be delivered to multiple learners at the same time, which can further improve efficiency.
Finally, e-learning can improve learning outcomes. This is because e-learning can be designed to meet the specific needs of learners. In addition, e-learning can be customized and individualized,
which can further improve learning outcomes.
References
Motivation Theories:
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
E-Learning:
Benson, D. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Wiley.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Wielding the light saber. San Francisco, CA: Wiley.
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