THE EVOLUTION OF E- LEARNING

Tonina Aragona

The advancement of e-learning has made a huge impact on education. It has given many students an opportunity to access education despite distance and busy lifestyles. However, it is still important for online instructors to understand how adult learners acquire knowledge. Instructors should set high standards that ensure a great quality education and academic success for all learners. One way to achieve these goals is to understand the learning theories that best target the learning needs of the online learner.

LEARNING THEORIES

For centuries, psychologists and educators have researched learning behaviors in animals and in children to improve learning. Many learning theories have evolved throughout time by continuing to improve and transform the learning process. In the 1970s, the focus moved from studying the learning behaviors of children co those of adults when Malcolm Knowles introduced his theory of andragogy (Know les, Holton & Swanson, 2012). The principles set by andragogy targe.t the adult learner (Knowles, Holton & Swanson, 2012). Today, many adult learners are enrolled in on line learning through distance education prog rams (Maeroff, 2003). Instruction in e-learning programs is primarily a combination of student-led instruction and multimedia instruction (Simson, Smaldino, Albright, & Zvacek, 2012). E-learners work independently but also have opportunities co interact and collaborate with fellow classmates. Andragogy supports the idea that successful adult learners learn best when they are self-directed, actively collaborating, and sharing personal experiences (Conrad & Donaldson, 2012). In adult learning, the roles of the instructor and student change significantly. The role of the instructor should become one of a facilitators and a mentor rather than a teacher or authoritarian figure. The role of the student should be of an independent and collaborative learner who interactively engages within a community of e-learners co identify and resolve problems (Burkle & Cleveland-Innes, 2013; Conrad & Donaldson, 2012). Instructors should be knowledgeable, and guide and engage e-learners in achieving higher-order thin king skills. Most importantly, learning for adult online learning programs must be purposeful and relatable to personal life experiences (Aderinto, 2006; Wang, 2012). Andragogy can assist instructors and adult learners in achieving e-learning success.

ANDRAGOGY

Knowles' theory of andragogy consists of " six main adult learning principles:

(1) learner's need to know; (2) self-concept of the learner; (3) prior experience of the learner; (4) readiness to learn; (5) orientation to learning; and (6) motivation to learn" (Knowles et al., 2012, p. 3). Adult learner success can be achieved if instructors and learners are able to apply and embrace these principles into daily practices. Basically, adult learners muse be self-motivated, eager to rake on challenges, and capitalize upon first-hand experiences co overcome new obstacles. Adult learners are asked to begin a new way of thinking. Perhaps the theory of andragogy alone cannot satisfy the Formula for the success of adult online learning. Andragogy may be structured upon the foundations of past theories and principles such as constructivism and connectivism (Conrad & Donaldson, 2012). Online learning should require a community of learners to create "interaction based on three presences (1) social presence; (2) cognitive presence; and (3) reaching presence" (Swan, Garrison, & Richardson, 2009, p. 44). John Dewey (1959) developed an educational philosophy char united individua ls within a community to learn and construct from each other's experiences. Dewey’s' collaborative constructivism is the basis for both synchronous and asynchronous online courses (Swan, Garrison, & Richardson, 2009). Online learning is also based on the theory of connectivism. Connectivism also suggests char a community of learners share resources to discover information and then expand knowledge (Kop & Hill, 2008). Constructivism and connectivism may be the theories char underlie the basis for andragogy. The three theories together present a movement away from the traditional instruction- led learning. Instead, the theories advocate a learning environment that helps learners transform the learning process by building the foundation for a life-long journey of problem-solving and self-discovery realization (Conrad & Donaldson, 2012). Perhaps, the understanding of the adult learning process is the key to success in the digital era.

CONSTRUCTIVISM

Constructivism has had a great impact on the creation of instructional strategies for online adult learning. A constructivist-based online course allows e-learners to set the pace and plan individual learning goals. In a constructivist-based online course, e-learners will also be required to engage in interactive assignments by working collaboratively with fellow classmates and lead online discussions by sharing ideas and reflecting. In a case study by Ruey (2010) chat surveyed adult e- learners, many learners admitted they were new to online learning bur had positive attitudes towards the new learning system. The learners had embraced the online interaction sessions and appreciated the instant responses and feedback by fellow classmates and the instructor. However, many of the learners felt that the interactivity was also stressful and put a lot of pressure on chem. Many learners reported it was too difficult for them to think and type quickly and simultaneously. However, learners did appreciate managing their own time and learning needs. The benefits of the constructivist - based course included the relationships and support systems build as a community of learners, and the transformations incurred from passive learners to more responsible independent learners. More importantly, the instructor's role from teacher to mentor created an e-learning culture that engaged, guided, and promo ted higher-order thinking in e-learners (Rucy, 2010). An e-learning culture can be beneficial in establishing a conducive learning environment that instills the proper values for life-long learning.

CONNECTIVISM

Connectivism has also had a great positive implication on adult e-learning. Kop and Hill (2008) scare chat the "status of connectivism is of a learning theory for the digital age" (p. 1). In connectivism, knowledge is acquired through d1e connected network of learners who share and discover new information by interacting. Learners must be able to find and filter information. Learners must also be able to m,1ke decisions based on the newfound information (Kop & Hill. 2008). The theory suggests that the learning process is ongoing and learners must adapt to the changes by engaging in collaborative learning (Conrad & Donaldson, 2012). Connectivism requires learners to immerse in critical thinking and reflection in order to make connections. Connectivism is present in today's online instructional strategies through the role of the instructor as a facilitator and the role of the student as an independent learner who finds information and creates knowledge through interactivity {Kop & Hill, 2008). Learners are engaging with a community of learners from around the globe who can provide each other with new knowledge and rich personal experiences.

SUMMARY

Finally, andragogy has had a massive implication for online adult learning. E­ learning, along with the theory of andragogy, focus on the learner (Knowles et al., 2012). E-learning has given many students the opportunity to receive an education despite distance and time conflicts. Online courses are being designed for the adult learner and andragogy has offered educators and instructional designers a suitable theoretical framework to build course work. Similar to constructivism and connectivism, andragogy views the learner as the principle goal and decision maker. The learner is in control and is directing the learning process. TI1e instructor is present and knowledgeable but acts only as a mentor to guide, engage, and facilitate learning. Asynchronous and synchronous online courses are perfect examples of where the learning theories can he implemented. Despite the learners' level of online experience, the instructor can promote higher academic achievement by allowing the learner to cake control of the learning process. Together andragogy, constructivism, and connectivism have created online learning as we know it today.

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