Can Computer-based Learning Support Adult Learners?

Abstract

The past decade has witnessed signi cant changes in the student population entering HE programmes of study. Such changes have been accompanied by increased central accountability and reduced central funding. This paper re ects on the role that computer-based learning (CBL) can play in supporting students, speci cally adult learners, in such an environment. It suggests that the technology has demanded more attention than the pedagogic issues and argues that CBL must take advantage of adult learners' experiences to gain maximum advantage in the future.

Computer-Assisted Assessment: Staff Viewpoints on its Introduction Within a New University

“…The overall student experience may have more bene cial outcomes than either of the two in a stand-alone set up. Indeed, an integrated approach may be particularly bene cial to adult learners (Hodson et al, 2001), where access to higher education by educationally disadvantaged students often requires new teaching and assessment strategies.…”

Métodos de evaluación de competencias en serious games: estudio y análisis sobre su estado actual - [Skill assessment methods in serious games: a state of the art study and analysis]

“…Algunos de los términos más usados en este campo son: "serious games", "edutainment", "Game Based Learning (GBL)", "Digital Game Based Learning" (DGBL) y "applied games". Aunque el concepto de e-Learning está ampliamente relacionado, es un término más general ya que hace referencia a experiencias de aprendizaje mejoradas gracias al uso de computadoras, aprendizaje basado completamente en computadoras y tecnología interactiva (Hodson et al, 2001). …”

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

“…For instance, Gal-Ezer and Lupo (2002) and Hodson et al (2001) advocate that effectiveness of distance learning approaches depends more on the nature of the learners' ability for self studying, ability to integrate well with tutors and the overall discipline that is required of learners and tutors in the distance learning programme. This view places both learners and tutors performing a key role in influencing the effectiveness of the distance learning programme.…”

“…In addition, amidst the constraints placed on the managers of distance learning programmes, various measures are often put in place to enable social interactions of the learners thereby negating learner isolation in favour of enhancing engagement. This paradigm does, however, need to be tempered with the availability of resources to service this arrangement, along with an expectation that learners themselves have a direct responsibility to engage in the teaching-learning process, which directly impinges on the overall effectiveness of the online distance learning experience (see Gal-Ezer and Lupo, 2002;Hodson et al, 2001).…”