GLOKALde - July 2017, Volume 3 Number 3

July 2017
ISSN 2148-7278
Volume: 3 Number: 3


GLOKALde January 2015, ISSN 2148-7278 Volume: 1 Number: 1 Article 4
GLOKALde is Official e-journal of UDEEEWANA

ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

Gail D. CARUTH
Adjunct Faculty, Department of Educational Leadership
Texas A& M University-Commerce
1876 Oak Bend Drive
Rockwall, Texas 75087, TX, USA

ABSTRACT

Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances learning of course content in comparison to more conventional learning approaches. Effective active learning activities and assignments enhance the likelihood that a deeper understanding of the subject matter will emerge. Technology also works harmoniously with andragogy. Technology offers multiple choices for adult learners to be self-directed and in control of learning, connect new learning with past experiences, and link new learning to real-world problems. A deeper understanding of why active learning approaches to learning in online classes have a positive effect on student engagement will help educators with the design of online classes. In addition, an understanding of andragogical principle of learning and how they connect to active learning approaches will assist in engaging students in the learning process. Students academically engaged in the learning process are more likely to graduate from college.

Searh GLOKALde


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