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Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

Joseph George M. Lutta
Copyright: © 2019 |Pages: 34
ISBN13: 9781522582861|ISBN10: 152258286X|EISBN13: 9781522582878
DOI: 10.4018/978-1-5225-8286-1.ch010
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MLA

Lutta, Joseph George M. "Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education." Handbook of Research on Cross-Cultural Online Learning in Higher Education, edited by Jared Keengwe and Kenneth Kungu, IGI Global, 2019, pp. 172-205. https://doi.org/10.4018/978-1-5225-8286-1.ch010

APA

Lutta, J. G. (2019). Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education. In J. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education (pp. 172-205). IGI Global. https://doi.org/10.4018/978-1-5225-8286-1.ch010

Chicago

Lutta, Joseph George M. "Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education." In Handbook of Research on Cross-Cultural Online Learning in Higher Education, edited by Jared Keengwe and Kenneth Kungu, 172-205. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8286-1.ch010

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Abstract

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

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