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Designing Personalized Online Learning Environments for Adult Learners
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- Authors
- Issue Date
- 2002
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.12, pp. 49-76
- Description
- 2002
- Abstract
- Customizing instruction to meet individual needs is one of the foundational cornerstones of
today's learner-centered paradigms. Adult learners have a wide range of differences in their
backgrounds, interests, abilities, and learning styles; instruction, therefore, needs to be
designed in such a way as to meet the highly diverse needs of adult education settings. The
World Wide Web presents enormous potential for providing a technological environment for
the optimal delivery of personalized instruction for individual learners. It is argued, however,
that existing Web-based instruction fails to effectively customize instructions for individual
learners. Therefore, we are in need of an ongoing refinement and creativity in our generation
and treatment of theories of instruction geared towards the generation of personalized
learning environments. Here, the attempt is made to develop an instructional-design theory
for personalized online learning for online adult learners, with a special focus on the question
of solving ill-structured problems. Theory, on a general level, is discussed insofar as it has
emerged from the goals, preconditions, and underlying values, with an eye to the methods of
instruction that are optimal for achieving the goals. The methods of instruction in this
instructional-design theory are composed of four major components (goal-setting activities,
engaging in the learning task, performing the task, and reviewing and reflecting upon the
output of the task), with some corollaries detailing each major component. These methods
incorporate the use of such Web technology as the learner management system, the learning
objects system, and pedagogical agents to foster personalized learning process in online
learning environments.
- ISSN
- 1225-5335
- Language
- English
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