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e-Learning has increased rapidly in higher education. Most online education attempts to mirror the traditional face-to-face (FtF) classroom with less than favourable results. This paper proposes a conceptual e-learning framework based on andragogy theory, transformative learning theory, and media synchronicity theory. The conceptual e-learning framework supports the self-directed learning. e- learning based on this framework has the potential to out-perform not only current learning management systems such as Blackboard?, but also traditional FtF learning for adult education and with different and better outcomes. Results of early testing of the concept showed increased learner's online activity, innovation, and creativity.
INTRODUCTION
Increasingly, learners are turning to the Internet and online education to learn new skills. In 2009, online learners represented 25.3% of all post-secondary enrollments (Allen & Seaman, 2010), which was a growth of 17% from 2008. The results of current online education have been less than satisfactory with low retention rates, which Simpson (2005) blamed on the characteristics of the technology.
We define e-learning as any planned education that utilizes electronic media, which includes distance learning through the Internet. We consider e-learning to be synonymous with online learning. A hybrid- learning environment is simply e-learning that utilizes face-to-face (FtF) traditional education in conjunction with electronic media. Currently available commercial e-learning software reflects the efforts to create a replica of an FtF classroom in an online environment (Hameed et al., 2009). This assumes that FtF learning is the best way to learn. We posit that the FtF learning environment limits learners to the educator's course objectives. FtF learning does not allow the learner to go back and experience the class again to review and reflect on the time together with classmates and the educator. Drawbacks to FtF classroom learning that can be managed in the online environment are learner absence, shyness, and distraction. The software controls the e-learning process in the same way that the FtF environment controls the classroom learning process (Ozkan & Baykal, 2008; Sabry & AlShawi, 2008). The software controls what media is available and how it is used. It controls the interaction between the educator and the learner and the interaction between the learner and the world outside the e-classroom.
e-Learning requires an understanding of how adult learning takes place. This...