Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

Abstract

Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for incorporating these principles into each aspect of the online classroom such as the syllabus and presentation areas (class announcements, lectures, conferences, study groups). Strategies for cultivating connection to promote learning and retention in the online classroom and directions for future research on these pedagogical strategies are proposed.Distance-education programs in gerontology that prepare professionals to meet the needs of a rapidly growing and diverse aging population have become increasingly popular. Such programs frequently include television, e-mail and the Web to provide learning

Using Technology to Enhance Higher Education

“…It also helps to provide information on how to use technology that can be referred to again and again (podcasts, printed material, etc). Zhao et al (2009) and Majeski and Stover (2007) stressed the importance of frequent communication between the student and the instructor in distance learning environments. The communication alleviates students' concern they might be missing something and reminds them they are not alone out in cyberspace.…”

“…Providing a welcoming e-mail or posting sets the tone for the class. Knowing an instructor is excited to teach the class creates excitement in the students who sign up for the course (Majeski and Stover 2007). Creating a place in the learning platform for students to post personal and professional information fosters a sense of community (Keramidas et al 2007).…”

“…Creating a place in the learning platform for students to post personal and professional information fosters a sense of community (Keramidas et al 2007). Along with posting their educational background and current professional interests, listing hobbies and personal interests and attaching a digital picture to the introduction helps students visualize their classmates and relate to them in a more personal way (Majeski and Stover 2007).…”

“…The students taking advantage of educational opportunities made available by new technology include (a) students with physical disabilities (Crow 2008;McNab 2005;Musick 2001;Spaniol et al 2006), (b) students in rural areas who would find it difficult to relocate (Chaney et al 2008;Majeski and Stover 2007;Owens et al 2009;Ozdemir and Abrevaya 2007), (c) parents with children who find it difficult to leave the home (Carnevale 2002;Ke and Xie 2009), (d) military personnel serving their country in remote locations (McMurry 2007), (e) students working full time who have no flexibility in their schedule (Talbert 2009), and (f) urban students who find it easier to time-shift rather than space-shift (Whitaker 2007;Zhao et al 2009). …”

Appraising Adult Second-Language Learners’ Subjectivity and Ability in Virtual Worlds

“…Adult learners make an appropriate group to study this in, as they are notable for self-reflection (Garrison, Anderson, & Archer, 2000), and for connecting new knowledge to self (Cercone, 2003). They select material they view as significant, integrating this with their experience and current life (Majeski & Stover, 2007). In English, the expression of abillity is linked to the imagination of skills acquired and potentialities likely to be instantiated in action.…”