Adult Reflection in a Graduate-Level Online Distance Education Course

• In Event: DDL - Student Perceptions

Short Description

We examined adult learners’ ability to engage in critical reflection concerning learning in an asynchronous online instructional technology course, with a topic of design and delivery of distance education. Data for this study consisted of four reflection papers about students’ perception of their learning. Mezirow’s (1990) instrumental learning and communicative learning were used in analysis, which found guided reflections could help guide adult learners to reflect on many aspects of their learning.

Authors

• Cindy York, Northern Illinois University

• Lisa Yamagata-Lynch, University of Tennessee

• Sharon Smaldino, Northern Illinois University-retired