Paper ID

1740

Paper Type

short

Description

According to adult learning theory, no concept is more central to what adult education is all about than self-directed learning. However, although many researchers have tried to improve online adult learners’ engagement in self-directed learning (SDL), with our analysis based on Garrison’s SDL model (1997), few studies could provide support comprehensively. Furthermore, most extant studies neglected of large population and variety of adult learners. Considering the importance of SDL to online adult learners, this paper meets the research gap by proposing a comprehensive theory-driven design which enables the provision of different kinds of formative feedback and benefits adult learners to better engage in SDL through three key channels: cognitive; metacognitive; motivational. With artificially intelligence (AI) techniques, our design could scale up to fit large population and also personalize formative feedback. Finally, we show a prototype of the design and will evaluate its effectiveness through field experiments.

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Theory-Driven Integrated Formative Feedback Design for Online Adult Learners

According to adult learning theory, no concept is more central to what adult education is all about than self-directed learning. However, although many researchers have tried to improve online adult learners’ engagement in self-directed learning (SDL), with our analysis based on Garrison’s SDL model (1997), few studies could provide support comprehensively. Furthermore, most extant studies neglected of large population and variety of adult learners. Considering the importance of SDL to online adult learners, this paper meets the research gap by proposing a comprehensive theory-driven design which enables the provision of different kinds of formative feedback and benefits adult learners to better engage in SDL through three key channels: cognitive; metacognitive; motivational. With artificially intelligence (AI) techniques, our design could scale up to fit large population and also personalize formative feedback. Finally, we show a prototype of the design and will evaluate its effectiveness through field experiments.