About this paper

Appears in:
Pages: 2625-2634
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1560

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING

N. Karipidis, J. Prentzas

Democritus University of Thrace (GREECE)
Integration of ICT in education is a popular subject for researchers during the last years and has been dealt with from several perspectives. Such perspectives involve for instance, relation of ICT to learning theories, factors affecting ICT acceptance and use and ICT integration in teaching techniques. However, a number of researchers maintain that initial perspectives regarding enhancement of learning with ICT integration are not fulfilled in practice. Moreover, the rapid social, financial and professional changes impose a revision of education goals towards a more critical and reflective approach to which ICT need to contribute.

This goal becomes clearer in the case of adult education. Very often the European Union and global organizations have pointed out the need to constantly train the human resource in order to satisfy the requirements of the job market. Furthermore, democratic societies try to promote active citizenship that may be enhanced through personal development and critical view of daily life issues. One of the most debated theories in adult education oriented to the aforementioned goals is the theory of Transformative Learning introduced by Mezirow.

In our paper, we attempt to associate adult education and achievement of its goals with distance learning, Web 2.0 applications and especially blogs. More specifically, our paper is structured as follows. First, conceptual definitions for lifelong learning and adult education are given. Specific characteristics of adult education are indicated and the theory of Transformative Learning is briefly outlined. Second, aspects involving distance learning, virtual learning communities and Web 2.0 applications are discussed along with their ensuing advantages in education. Third, the paper focuses on blogs. A corresponding literature review associates the characteristics and advantages of blogs with the expected enhancement that their integration in adult education may bring about.
@InProceedings{KARIPIDIS2016BLO,
author = {Karipidis, N. and Prentzas, J.},
title = {BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1560},
url = {http://dx.doi.org/10.21125/inted.2016.1560},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2625-2634}}
TY - CONF
AU - N. Karipidis AU - J. Prentzas
TI - BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1560
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2625
EP - 2634
ER -
N. Karipidis, J. Prentzas (2016) BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING, INTED2016 Proceedings, pp. 2625-2634.
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