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How to motivate adult learners through e-learning - Some key insights from research case studies
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2013 (English)In: Proceedings of the 12th European Conference on e-Learning – ECEL 2013 / [ed] Mélanie Ciussi, Marc Augier, Reading, UK: Academic Conferences and Publishing International , 2013, 266-273 p.Conference paper (Refereed)
Abstract [en]

In 2011, the Council of the European Union set out five priorities for adult learning over the period 2012-14. Within this context, our paper draws on the findings of a number of research case studies to investigate how technology and e-learning can improve the quality and efficiency of adult education and training and, in particular, how they can engage learners and promote motivation to learn. The aim of the article is to reflect on approaches used or highlighted in these case studies to explore and discuss how selected models of learning and motivation for adult learners can be applied, supported and enhanced by contemporary technology enhanced learning (TEL). It is not our aim to provide a summary or overview of ICT/ TEL approaches that have been used to motivate and adults and vulnerable groups. The main research approach used to provide evidence for the article is the case study strategy; with a case study being defined as an empirical inquiry investigating real world contemporary phenomena (Yin, 1989). The case studies consisted of two sites or units: the Stockholm unit and the Glasgow/Zagreb unit. The Stockholm unit comprises of a description and analysis of a web-based course for multimedia programming with participants across various age groups and a considerable geographical spread. The Glasgow/Zagreb unit is based on emerging results from the ongoing Grundtvig ITELEAD project that, among other partners, includes the University of Glasgow /Scotland and an adult learner provider WYGS / Croatia. This project is identifying and reviewing innovative practices of adult education across certain European countries that use ICT and Technology Enhanced Learning (TEL) and innovative methodologies to address the needs of vulnerable groups including: economically disadvantaged, minority groups, immigrants, rural communities and people with disabilities. The paper presents the emerging findings from the Sweden and Scotland/Croatia projects regarding e-learning practices that motivate learners. Our emerging findings indicate that while ICT/ TEL is used to support learning in adult education, it is done in a rather basic way and that often lacks innovation that matches the potential of developments in technology. We also posit that while TEL and ICT can play a role in facilitating learning and promoting motivation to learn, it is other factors that are perhaps more important and include those that are common to promoting learner engagement generally.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International , 2013. 266-273 p.
Keyword [en]
Motivation in adult education, Lifelong learning, Technology enhanced learning, E-learning, Game-based learning, Blended learning
National Category
Information Systems
Research subject
Computer and Systems Sciences
URN: urn:nbn:se:su:diva-95944ISBN: 978-1-909507-82-1 (Print)ISBN: 978-1-909507-84-5 (E-book)OAI: diva2:662477
12th European Conference on e-Learning (ECEL 2013), 30-31 October 2013, Sophia Antipolis, France
Available from: 2013-11-07 Created: 2013-11-07 Last updated: 2013-11-19Bibliographically approved

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Mozelius, Peter
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Department of Computer and Systems Sciences
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