| Chapter 1: | Overview of the Study |
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three-dimensional model illustrating a blending of the two” (p. 1). The back-and-forth relationship between practice and research is clearly demonstrated by the model.
The authors describe the model as follows:
Because educators of adults are not physically present to facilitate effective Internet learning, it seems logical that creators of adult Internet learning experiences should follow andragogical principles when creating the programs to increase the likelihood that the adult‘s learning needs will be met. Lewin (1951) said, “There is nothing so practical as a good theory” (p. 169). But, the practice of Internet learning is ahead of the theory of adult learning. Educators of adults lack a how-to guide for applying adult learning principles to Internet learning. Presently, practitioners use adult learning techniques in classroom settings and may supplement learning with a traditional Internet-based learning program. However, the experiences remain separate, existing side-by-side and not integrated.
Ratinoff (1995) recognizes a need for order among the information chaos and suggests considering “the interaction between the quantity and quality of knowledge” (p. 165). It can be assumed that andragogical principles are applied to adult learning experiences by those trained in the field where and whenever possible. But, presently, there seems to be no protocol for how to integrate theory and practice in this area, or, in other words, how to apply the principles of adult learning to the practice of Internet learning.