Theprofile of
the online learner population is changing from one that is older, mostly employed, place bound, goal oriented, and intrinsically motivated, toone that is diverse, dynamic, tentative, younger, and responsive to rapidtechnological changes.
Not exact matches
Kate Menken and Tatyana Kleyn («Short Shrift for Long - Term
Learners,» online) write about a population of English language learners that's often invisible: long - term English language learners, meaning English learners who have attended U.S. schools for seven years or
Learners,»
online) write about a
population of English language
learners that's often invisible: long - term English language learners, meaning English learners who have attended U.S. schools for seven years or
learners that's often invisible: long - term English language
learners, meaning English learners who have attended U.S. schools for seven years or
learners, meaning English
learners who have attended U.S. schools for seven years or
learners who have attended U.S. schools for seven years or longer.
Althoughsome situational, affective, and demographic characteristics may cut acrossthis
learner population, what seems to be more prevalent is the changing oremerging nature of the
online learner and the multiplicity of learning stylesand generational differences represented.
As the characteristics and skills of theonline
learner population continue to emerge across generations and futuretechnologies, more immersive pedagogical models will develop, transforming thedesign of
online learning environments.