How Adults Learn from Self-Paced, Technology-Based Corporate Training: New Focus for Learners, New Focus for Designers

Y

16

Adults; Learning Strategies; Metacognition; Distance Education; Educational Environment; Instructional Design; Independent Study; Computer Assisted Instruction; Prior Learning; Self Evaluation (Individuals); Corporate Education

0158-7919

"How" do adults learn from self-paced, technology-based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, "how" do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic experiences? Based on a recent dissertation research investigation, the author found that learning starts with, and is sustained by, metacognition which was defined as self-assessment and self-correction. While learners using metacognition is by no means a new phenomenon, learners using metacognition significantly more often than other learning strategies has important implications for the design of new generations of online distance instruction. Similarly, that learners frequently use conversations to learn from self-paced, technology-based training strongly suggests that dialogs and discussions are important in the design of these new ways of learning. (Contains 1 table and 1 figure.)

Author

63

2006

EJ740276