|Published online: October 22, 2015||$US5.00|
Almost all the students had not been in a college course in many years; as a group, they had very little experience with writing on the job. Principles of adult learning theory informed the course design that included self-reflection as well as connections between course material/assignments and students’ prior experience. Additionally, asynchronous discussion prompts were structured in a way to assist students in drawing connections between course material and workplace practice. Although students expressed initial concerns over the online learning environment, they reported a positive experience with the course and its influence on their workplace practice.
|Keywords:||Online Education, Adult Learning|
Associate Professor of English, English Department, Purdue University Calumet, Hammond, IN, USA