Online Participatory Learning for Low-Qualified Adult Learners

Autor/inn/en	Marzano, Gilberto; Siguencia, Luis Ochoa
Titel	Online Participatory Learning for Low-Qualified Adult Learners
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 14 (2019) 2, S.50-66, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
Schlagwörter	Adult Students; Electronic Learning; Learner Engagement; Nonformal Education; Informal Education; Foreign Countries; Cooperative Learning; Adult Education; Italy; Latvia; Poland; Spain; Greece + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Ausland; Kooperatives Lernen; Education; Adult basic education; Adult training; Erwachsenenbildung; Italien; Lettland; Polen; Spanien; Griechenland
Abstract	Participatory learning and online learning are increasingly appealing as educational approaches which can positively affect learners. Participatory learning engages students as active participants in the full educational programme, including homework and exercises, whilst online learning offers tools that facilitate learners' collaboration and peer evaluation, minimising student and instructor overhead in the conduction of courses. This article reports on EScAlADE, a two-year EU-funded project initiated at the end of 2015, which focuses on the education of low-skilled adults through participatory online non-formal and informal learning. This article presents and discusses the first phase of the EScAlADE project. Indeed, although their project is still in progress, the authors decided to report on the survey they made at the beginning of the project as well as on a collaborative training event that took place in the intermediate project phase, since a few interesting findings have emerged from them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01