Tools and Principles for Effective Online Library Instruction: Andragogy and Undergraduates

Watts, Kathy

doi:10.1080/1533290x.2018.1428712

Cited by 14 publications

(14 citation statements)

References 15 publications

(46 reference statements)

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“…E-learning within the field of andragogy should be regarded as a factor of development and self-realization of individuals who are the main resource of dynamically developing post-industrial society. At the same time, e-learning within the field of andragogy is treated not as an administrative mix of different types of educational institutions in an integrated system, but as a thoughtful variable system of providing educational services that allows individuals to use them in accordance with his/her personal needs and demands at different periods of his/her life [22,24,26].…”

Section: Methodsmentioning

confidence: 99%

E-learning within the Field of Andragogy

Galustyan

Borovikova²,

Polivaeva

et al. 2019

Int. J. Emerg. Technol. Learn.

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The article analyzes a new education paradigm based on the concept of e-learning, which relates to the ideas of andragogy. The article deals with the openness of education for each individual, that is confirmed by the fact that each individual is provided with the conditions for free development of his/her educational, intellectual and activity opportunities throughout his/her life. The article presents the main differences between the traditional education and e-learning. The most appropriate andragogical platform means continuous, student-centered adult education, there are significant changes in the purpose and the content of teaching, social roles, forms and nature of communication between the teacher and the student, based on e-learning.

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Section: Methodsmentioning

confidence: 99%

E-learning within the Field of Andragogy

Galustyan

Borovikova²,

Polivaeva

et al. 2019

Int. J. Emerg. Technol. Learn.

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“…115-116). Students develop the characteristics of adult learners during adolescence and most individuals demonstrate them by age nineteen (Watts, 2018). Therefore, Knowles’ theory of andragogy or adult learning theory is highly applicable to online library instruction and tutorials (Halpern and Tucker, 2015; Watts, 2018).…”

Section: Online Instruction and Andragogymentioning

confidence: 99%

“…Students develop the characteristics of adult learners during adolescence and most individuals demonstrate them by age nineteen (Watts, 2018). Therefore, Knowles’ theory of andragogy or adult learning theory is highly applicable to online library instruction and tutorials (Halpern and Tucker, 2015; Watts, 2018). Developing online instruction that uses the principles of andragogy increases students’ opportunities for self-direction in the learning process and can improve both the design and delivery of online instruction (Watts, 2018).…”

Section: Online Instruction and Andragogymentioning

confidence: 99%

“…In outlining the contributions of these learning theories to instructional design, Rimland and Raish (2017, p. 212) state, “We believe the applications of learning theories are not mutually exclusive” but rather that they “build on one another”. In considering the way online instructional content is delivered, the learning theories and design principles applied are more important than the delivery method (Ford et al , 2015; Watts, 2018). Strategies such as chunking information and creating modules increase students’ ability to choose their own pace, undertake activities, repeat tasks as needed and determine their own course for learning.…”

Section: Online Instruction and Andragogymentioning

confidence: 99%

“…Badges have long been awarded by organizations as a way of recognizing the achievement of specific knowledge, skills, and abilities (Towns et al , 2015; Cantwell and Rose, 2018). The advent of the internet, learning management systems, and initiatives such as Mozilla Open Badges have made it possible to develop and use digital badges in educational settings (Frederiksen, 2013; Watts, 2018). Frederiksen (2013, p. 321) defines digital badges as “visual representations of individual accomplishments, competencies or skills that are awarded by groups, institutions, or organizations, they are also part of larger educational reform initiatives”.…”

Section: Introductionmentioning

confidence: 99%

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Synthesizing a digital badge for chemistry undergraduates

Behney

2019

RSR

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Purpose This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment. Design/methodology/approach This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy. Findings Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode. Originality/value Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

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