| Chapter 2: | Background |
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The Internet could be thought of as what Verner labeled as general dissemination of knowledge. Creating an Internet learning protocol could be thought of as a way of changing general dissemination of knowledge into a systematic diffusion of knowledge. Thus, facilitation of learning on the Internet would be enhanced and not just left to chance.
Freire (1973) wrote about critical consciousness as essential for transforming a person’s reality and contends that a change in consciousness is the defining characteristic of learning in adulthood. He said, “… to every understanding, sooner or later an action corresponds” (p. 44). He further says, “Once man perceives a challenge, understands it, and recognizes the possibilities of response, he acts” (p. 44). According to Freire, helping people move from naive to critical transitivity requires a process that uses an active, dialogical, criticism-stimulating method. To summarize what can be gleaned from the work of Freire, an Internet learning process that intends to transform the learner may benefit from using a challenging dialog methodology.
Knowles, assumptions about adult learners lend an understanding of what elements may be helpful to include when creating an Internet learning experience. He uses comparisons to distinguish youth from adult learners as well as traditional from andragogical models of teaching to demonstrate how adults learn best. First, the following Table 1 (Knowles, 1973, p. 119) illustrates the differences between youth learners and adult learners regarding assumptions and design of education programs. The comparison clearly demonstrates that pedagogy is teacher centered and andragogy is learner centered.
Additionally, Knowles (1973) describes the andragogical model as a process model, in contrast to the content models employed by most traditional educators. “A process can be seen as a value chain, with each step adding value to the preceding steps” (Knowles, Holton, & Swanson, 1998, p. 257). In Knowles’ original depiction of a process model, the andragogical teacher prepares in advance a set of procedures for involving the learner in a process that involves the following elements: (a) establish a climate conducive to learning; (b) creating a mechanism for mutual planning; (c) diagnosing the needs for learning; (d) formulating program objectives (which is content) that will satisfy these needs; (e) designing a pattern of learning experiences; (f) conducting these learning experiences with suitable techniques and materials; and (g) evaluating the learning outcomes and rediagnosing learning needs (p. 102).