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Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

Jeffrey Hsu, Zhongxian Wang, Karin Hamilton
Copyright: © 2011 |Volume: 2 |Issue: 1 |Pages: 19
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781613506530|DOI: 10.4018/jdldc.2011010105
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MLA

Hsu, Jeffrey, et al. "Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners." IJDLDC vol.2, no.1 2011: pp.52-70. http://doi.org/10.4018/jdldc.2011010105

APA

Hsu, J., Wang, Z., & Hamilton, K. (2011). Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners. International Journal of Digital Literacy and Digital Competence (IJDLDC), 2(1), 52-70. http://doi.org/10.4018/jdldc.2011010105

Chicago

Hsu, Jeffrey, Zhongxian Wang, and Karin Hamilton. "Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners," International Journal of Digital Literacy and Digital Competence (IJDLDC) 2, no.1: 52-70. http://doi.org/10.4018/jdldc.2011010105

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Abstract

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

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