Literaturnachweis - Detailanzeige
Autor/inn/en | de Palo, Valeria; Limone, Pierpaolo; Monacis, Lucia; Ceglie, Flavio; Sinatra, Maria |
---|---|
Titel | Enhancing E-Learning in Old Age |
Quelle | In: Australian Journal of Adult Learning, 58 (2018) 1, S.88-109 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1443-1394 |
Schlagwörter | Older Adults; Hypothesis Testing; Learning Motivation; Metacognition; Student Centered Learning; Learning Strategies; Online Courses; Conventional Instruction; Questionnaires; Cognitive Style; Statistical Analysis; Educational Technology; Technology Uses in Education; Program Effectiveness; Likert Scales; Gender Differences Älterer Erwachsener; Hypothesenprüfung; Hypothesentest; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Fragebogen; Cognitive styles; Kognitiver Stil; Statistische Analyse; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Likert-Skala; Geschlechterkonflikt |
Abstract | This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults' cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities. (As Provided). |
Anmerkungen | Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |