| Chapter 2: | Background |
Later, Knowles (1995) added an eighth element that precedes the others, preparing the learners for the program / course. In light of this, a protocol for transforming curriculum into an Internet adult learning experience could be called an andragogical model (process model) if it involved these eight elements. In contrast, the Internet alone could be thought of as merely content in a content model.
Smith (1982) also describes how adults learn best. Smith’s six conditions that must be met for optimal learning include two that Knowles described, climate setting and mutual planning. Additionally, Smith discusses the importance of tailoring the learning experience to (a) the learner’s life stage; (b) the amount of autonomy the learner demonstrates; (c) the learner’s past experiences; and (d) the learner’s preferred learning style (pp. 48–49). A protocol that allows a facilitator to tailor an Internet learning experience to unique characteristics of the learner may improve learning.
Brookfield (1986) warns practitioners to be wary of any standardized approach to learning because “every learning group contains a configuration of idiosyncratic personalities, all with differing past experiences and current orientations, all at different levels of readiness for learning, and all possessing individually developed learning styles” (p. 122). This statement supports Smith’s (1982) belief in the need for tailoring of the educational experience, whether traditional or on the Internet.
Tough makes the link between learning and changing. Tough (1982) believed that “learning is a fundamental concept and is always involved in some kind of change” (p. 10). With this statement, Tough sanctions the interchangeability of learning and change. Tough (1982) also says that intentional change is a normal, natural process and that learners are surprised to discover their own planning processes, competencies, power, and success. “Most people have a very low opinion of their capacity for bringing about changes in themselves and their lives” (p. 99). Tough (1982) believes that facilitators of change / learning should “help people see the effectiveness of their own natural change process” (p. 99). It would seem that a protocol for creating an Internet learning experience should follow the learner’s own natural process for intentional learning and changing and, at the same time, make the learner aware of the benefit of doing so.