E-Learning in Adult Education

E-learning is a special category in the computer use for learning process. In this paper we will try not only to present the meaning of e-learning, but also to analyze the required conditions in order for such a possibility of learning process to take place. The extensive use of the Internet has caused great changes in the traditional nature of distance learning, i.e. teaching by using the usual mail and telephone, books and written notes, educational audio and audiovisual means, television and teleconference. Nowadays, the Internet constitutes a widespread technological tool which develops radically and in which millions of users from everywhere around the world have access. This technological evolution has affected a number of modern social and economic activities, distance education included. While during the previous years the term “distance education” signified the geographical distinction between the academic foundation or the educational institution for the learners, nowadays this term is replaced by other terms, such as “e-learning”, “web-based learning”, “virtual learning”, “distributed learning” etc. These terms mean that there is no longer a distinction - neither geographic nor time distinction - in the education and learning process. The education takes place via the Internet and the World Wide Web and it can happen in completely virtual places, where learners can complete their studies without being transferred to a real educative place (i.e. a classroom), or it can include mixed learning forms both at real and at virtual places. The education via the Internet can be offered anywhere at anytime, it can be guided or facilitated by the teacher in a greater or lesser degree, or it can even be completely free and in accordance with the learner’s rhythm of learning. Keywords: e-learning, distance learning, adult educatio

Adult Education and Learning Theories

Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field

Educational Environments using Technology

The term learning environments signifies every learning environment inside and outside the statutory classroom in which the training of new abilities and forms is sought just as we have already mentioned New educational environments in which we have the use of computers constitute educational software which undertakes the teaching of the cognitive subject in the curriculum An increasing number of new applications are being developed in order to enforce the teacher s role The computers as well as their accompanied software can be used in the teaching process in multiple ways as creative tools text editor as references encyclopaedia CD-ROM as communicative tools video conference or as tools for the teacher Hubbard 199

The Andragogy, the Social Change and the Transormative Learning Educational Approaches in Adult Education

This paper is concerned with the methods and techniques used in adult education in order to allow the educator to successfully respond to suitable learning experiences on the part of the learner as well as to reinforce interaction between the learners. The strategies adopted, teaching aids and the choice of suitable teaching material also is discussed in order to achieve a successful outcome in the learning process. The goal of the educator is not only to transfer knowledge but also to urge the learner to search for knowledge himself. A further goal of the educator is to encourage the learner and facilitate the learning procedure. In addition the general framework for the first meeting of adult learners in lifelong learning is mentioned. Also the obstacles an adult is confronted with on beginning a lifelong learning program are explained, focusing on mental, financial and social obstacles which make the learning procedure difficult owing to a lack of self-esteem. Keywords: adult education, lifelong education, andragogy, transformative learnin

The Andragogy, the Social Change and the Transformative Learning educational approaches in Adult Education

This paper is concerned with the methods and techniques used in adult education in order to allow the educator to successfully respond to suitable learning experiences on the part of the learner as well as to reinforce interaction between the learners. The strategies adopted, teaching aids and the choice of suitable teaching material also is discussed in order to achieve a successful outcome in the learning process. The goal of the educator is not only to transfer knowledge but also to urge the learner to search for knowledge himself. A further goal of the educator is to encourage the learner and facilitate the learning procedure. In addition the general framework for the first meeting of adult learners in lifelong learning is mentioned. Also the obstacles an adult is confronted with on beginning a lifelong learning program are explained, focusing on mental, financial and social obstacles which make the learning procedure difficult owing to a lack of self-esteem. Keywords: adult education, lifelong education, andragogy, transformative learnin

Comparison between childhood and adult education

It is commonly accepted that learning and education are linked, since maximizing the efficiency of learning is achieved through education (Kokkos, 2005). Education in recent years has ceased to be a privilege of the younger aged groups and has expanded beyond the age of eighteen, the age that marks the passage from childhood to adult life. The adult trainees have formed their own methods of learning which result from their experiencesand ethics, and in turn, this has led them to develop defense mechanisms whenever their knowledge is being underestimated (Kokkos, 2005). These obstacles may be generated by anxiety, fear of failure and the lack of self-esteem (Rogers, 1999). To learn is something personal and each individual has developed a unique way of to learn and of how to perceive the learning process. The ways and perceptions of each era play an important role in how the teaching methods are formed. There are three main learning theories, the Behaviorism, the Constructivism and the Sociocultural theories of learning However, this differentiation lies not only in the educational time-step, but also in a number of other factors resulting from different and often opposing educational conditions

The First Advisory Group Meeting (AGM) in Open and Distance Education

The main reason for someone to participate in an Open and Distance Education program is either the acquisition of professional skills on a given object, or the development of his existing skills and consequently their improvement. By carrying out Advisory Group Meetings (AGM) on specific issues related to the trainees, a deepening of their theoretical background and the practical aspects of their training takes place, which they all seek. In this paper we present in a concise way the course of such a meeting according to the extent that it may have, in which the theory is being associated with practice

IDENTIFICATION OF THE NEED FOR AND FORMULATION OF A TRAINING PROGRAM FOR EDUCATORS IN ADULT EDUCATION

This paper is related to identification of the need for an adult educator’s training program, as well as its formulation. We suppose that an adult education organization wants to implement a training program for adult trainers. The developed training program should contain certain specific information (Koutouzis, 2005), so that the persons concerned will obtain the maximum possible information from it. In this paper a hypothetical training program for trainers is given together with the necessary data and information