JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

A Conceptual Learner-Centered e-Learning Framework

Author(s): Fletcher H. Glancy, Susan K. Isenberg

Citation: Fletcher H. Glancy, Susan K. Isenberg, (2013) "A Conceptual Learner-Centered e-Learning Framework," Journal of Higher Education Theory and Practice, Vol. 13, Iss. 3/4, pp. 22 - 35

Article Type: Research paper

Publisher: North American Business Press

Abstract:

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.