| Chapter 2: | Background |
Mezirow (1981) promotes self-directedness by identifying a potential risk for adult educators who do not promote it. He says:
Mezirow (1981) is quick to add that the adult educator is not value-free. “His [the adult educator’s] selection of alternative meaning perspectives will reflect his own cultural values …” (p. 20). Regarding a protocol for creating an Internet educational experience, Mezirow supports the notion that the educator will have an impact on the learner through his or her selection of alternative meaning perspectives. To think about an application of this piece, self-directedness in an Internet learning experience may not mean unlimited choices but instead controlled decision-making.
To restate the review of the literature on adult learning principles, it seems that intentional learning among adults happens as a result of a systematic process: one that involves the learner through challenging dialog, is respectful of past experiences, is modeled after a normal natural process, allows controlled decision-making, is tailored to learner’s unique needs, and creates a climate that makes the learner feel welcome and safe to experiment. Hence, these principles might provide criteria for successfully integrating andragogy and Internet technology. The byproduct of this research could be a proof-of-concept software program and perhaps it could be measured against the principles identified in this section.
Technology of Adult Learning
The assumptions about adult learners have implications for the practice or technology of andragogy. Knowles (1980) said, “Methods and techniques, which involve the individual most deeply in self-directed inquiry will produce the greatest learning” (p. 56).