Applying Andragogical Principles to Internet Learning By Susan I ...

Purpose of the Study

To create a protocol to facilitate adult Internet learning requires an education expert and a technology expert. Both have different training, background, and experience yet both are very process-oriented but perhaps with two different goals. Education‘s goal is learning and technology‘s goal is functionality. Dissecting the path taken to create a prototype for an adult Internet learning experience may add to the development of knowledge, understanding, skill, attitude, value, or interest (Knowles, 1980) needed to create a protocol on how to build a technologically functioning program (no matter what the subject or curriculum) that has the necessary process elements to facilitate learning.

This study will explore whether it is possible to support the principles and technology of adult learning, while creating an Internet learning experience?

Other issues that will be examined include:

1. What are the issues with face-to-face teaching / learning during the development of the program?

2. What are the issues without face-to-face teaching / learning during the development of the program?

3. Can an Internet program stimulate whole-mind thinking (cognition, emotion, and motivation) to learn?

4. How does the design meet the goal of the International Commission on Education for the Twenty-First Century (UNESCO) for learning throughout life as described by the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be?

Importance of the Study

The results of this study may be important to adult education practitioners who are attempting to change traditional classroom learning experiences into Internet-based learning experiences. The study addresses the practitioner concern that adult learners may not be getting their learning needs met with today‘s Internet technology.