FACTORS AFFECTING THE USE OF COMPUTER IN TEACHING AND LEARNING ADULT EDUCATION

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FACTORS AFFECTING THE USE OF COMPUTER IN TEACHING AND LEARNING ADULT EDUCATION

CHAPTER ONE

INTRODUCTION

Background of the study

Learning is a personal practice and each person has his own way and perception of learning. Existing perceptions of learning greatly influence teaching methods. There are three major theories of learning, Behaviorism (Watson, 1924; Pavlov, 1927; Thorndike, 1931; Skinner 1968), Constructivism (Bruner, 1961; Duckworth, 1964; Tolman and Hardy, 1995) and Socio-cultural theories of learning (Vygotsky, 1978; Collins et al., 1989; Lave, 1998). In 1995 computers started to be used in the teaching of science and became known as Computer Assisted Learning. In particular, the Department of Veterinary science at the University of Glasgow developed a software package to replace five hours of lectures. The use of technology in the educational process is an important factor in successful teaching because it allows students to learn more in less time. Technology allows students to monitor their own learning process and also gives them access at the touch of a button to a large amount of information (Lam and Lawrence, 2002). According to Goddand (2002), research shows that there has been an increase in the number of computers used at home and there is also a growing number of technological media in schools for educational purposes. Ginsburg (1998) proposes four approaches related to the integration of technology in adult education. According to Askov and Bixler (1996), the use of information technology can help adult learners to develop various skills such as problem-solving and the development of logical thinking. One important type of literacy in modern times, because of the huge volume of information through new technology, is information literacy. There are several definitions of the concept of information literacy which all agree on the skills needed to be able to search, evaluate, organize and use the information collected.

The purpose of this research is to measure how useful the knowledge of computers is in everyday life and work of adults. It also attempts to outline issues relating to adults’ learning through the use of computers. According to Lawson (2005), adults have to update their knowledge and improve their skills for job purposes as well as for personal growth. Technology being cheaper has become accessible to everyone and more people have access to computers and the internet (Day et al., 2005). According to Eurostat statistics internet was used by 78% of the households in the EU in 2014 (Eurostat statistics, 2015).

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in factors affecting the use of computer in teaching and learning adult education

Objectives of the study
To understand the impact of computer in teaching and learning adult education
To understand the relationship between the use of computer and teaching and learning adult education
1. Research questions
What is the impact of computer in teaching and learning adult education
What is the relationship between the use of computer and teaching and learning adult education