The introduction of the computer and specifically the internet has been relatively recent. For the majority of adults it was somewhat of a leap from the traditional methods of instruction to the  technology-based learning systems we have available to us today. In  the past, if you wanted to become involved in continuing or distance education, you either went to formal classes at pre-scheduled times, or enrolled in a correspondence course. These methods, although effective, could sometimes be inconvenient, time-consuming, expensive, and limited in subject matter options.
 
The Web offers an unlimited choice of subject matter. Everything  from informal, personal interest courses to Master's and Ph.D. programs. The variety of choice allows the learner to be more self-directed in their selection of material. Rogers and Freiberg (1994), contend that in order for learning to take place, it must have personal meaning for the learner. We all remember those high school courses we did not do so well in because we simply were not interested, and did not see how the material had any relevance to the 'real world'. As adults, perhaps partially as a result of the baggage we carry from those previous learning experiences, we tend to choose topics that peak our interest and have meaning for us.
 
Malcolm Knowles in his book "Self-Directed Learning" (1975), compares assumptions and processes of teacher-directed and self-directed learning. According to Knowles, teacher-directed learning is subject-centered and controlled by the teacher. Motivation is based on external rewards and punishment, with the focus on building knowledge instead of using what has already been learned. The readiness for learning depends on the maturity of the individual.
 
In contrast, Knowles sees the self-directed learner as internally motivated with their level of self-directedness increasing over time. Instead of being subject-centered, the self-directed learner is task or problem-centered with existing knowledge considered to be a resource for themselves and others. Their readiness to learn evolves out of their life experiences. 

The Internet provides the opportunity for the self-directed learner to 'go where no person has gone before'. The learner controls the environment by choosing the subject matter, forum, (either synchronous or asynchronous), level of difficulty and cost. The atmosphere of control empowers the learner and contributes to boosting their level of self-efficacy. Robert Mager (1992), and Alfred Bandura, (1982), both believe that self-efficacy plays a key role in performance.
 
The Web can be a powerful tool for self-directed learning. It literally opens up the world to the learner. There are no boundaries as in traditional education, so the power it gives to the learner is enormous. Where else could someone from Canada take a course based in Australia, Japan, France, or any other country in the world? It offers a variety that has never before been available, enough to keep us busy learning every day for the rest of our lives!
 
An article by Robin Martin, (1996), refers to work by Dejoy and Mills (1989), in identifying critical features of learner control issues. The critical features of learner control issues according to DeJoy and Mills are:

• Opportunity to practice new learning immediately

• Regular feedback on performance

• Adjustable levels of difficulty

• Adjustable pace of presentation

• Control over the sequence of information presentation

• Opportunity to review, correct, or repeat information

• Opportunity to enter, exit, and re-enter the program without repetition

• Opportunity to save responses for future use

The features identified by DeJoy and Mills carry many similarities to some of Robert Mager's work. Specifically, the Self-Efficacy Checklist, (1992). The common theme here seems to be that feedback, combined with practice and flexibility will motivate adults to learn and also foster self-efficacy.
 
In terms of meeting the criteria of providing feedback, flexibility, and the opportunity to practice, Web-based training can deliver all three. It also offers the interactivity, user-friendliness, low cost, and convenience that other methods of distance learning cannot.
 
The A.C.T.I.O.N.S. Model of Decision-Making:
 
In his book, "Technology, Open Learning and Distance Education", A.W. (Tony) Bates (1995), has developed criteria for selecting media for instruction and learning. It is aimed at professionals and decision-makers in the training and education field who are developing programs, but can be easily applied to the context we are concerned with here. According to Bates, media selection should be based on the following criteria:
 

Each of these will now be discussed in detail. 

Access:
Bates maintains that access is the most important criterion for  deciding which technology fits a certain program. In terms of the learner, adequate contact and interaction with the instructor, tutors, and fellow students is crucial.  The internet provides the opportunity for the interaction necessary, and is easily accessible. However, it is important to consider that the learner must possess a certain level of computer skills in order to take the course. Some are more demanding than others, so there may be skills that are pre-requisites, such as being able to upload, download, and de-compress files, etc. For those who are not familiar with these applications, the course could present quite a challenge. Depending on the individual and their level of skill and/or self-efficacy, it could affect their decision to take a particular course.
 
Costs:
Cost is of course always a major consideration when choosing a course. The benefits of taking a course on-line as opposed to attending a classroom-based or correspondence course are not just financial. Because on-line learning allows for such flexibility, there are also savings in time, materials, childcare, and travel costs.
 
Teaching and Learning:
Bates looks at key features of different technologies when considering which to choose. Again, the Bates model is from the perspective of trainers and/or decision makers in the design process, but has relevance for the learner as well.

• Presentation Features: At the time the book was written, technology had not progressed as far as it has today. The criteria for choosing however, remains the same. Bates recommends that options such as color text, diagram, picture, and concentrated text capabilities be considered, as well as the cost involved with each. The other aspects are interactivity, the ability to handle either concrete or abstract knowledge, and how well they support androgogical learning. All of these criteria can be met in differing degrees on the Internet, depending on the site, and at minimal cost.
   

• Developing Skills: Bates points out the differences in technologies regarding their ability to develop different skill sets. He says that "Technologies that combine strong presentational qualities with strong student control over the technology are particularly good for developing skills."¹ Again, distance education on the Web has the capacity to furnish the learner with these technological capabilities.
   
  ¹Technology, Open Learning and Distance Education., A.W. (Tony) Bates, (1995)
    TJ Press (Padstow) Ltd. Padstow, Cornwall pg. 9

Interactivity and User-Friendliness: 
The Web can provide differing degrees of interaction and user-friendliness, depending on the preference of the individual and  the style of learning, whether it be formal or informal. Some of the characteristics of learning on the web are: 

• Two-way communication, in 'real-time' (synchronous) including on-line discussions and forums, and asynchronous two-way communication by e-mail, downloaded information or presentations that the learner can view when convenient. Learners can also submit assignments, tests, and presentations for upload as they are completed. 

• The learner receives results and feedback from tests and assignments on-line. 

• The entire process can be done on-line, from enrollment, to ordering books, to receiving feedback and final marks. 

Learning on the Web, either formal or informal can be user-friendly because:

• The learner can choose the format of discussion, either live, or asynchronous 

• It allows the learner to work at home saving time and expense 

• The learner can do assigned work at a time that is convenient for them 

• The learner has the opportunity to learn at their own speed (flexibility) 

• It provides the opportunity to take courses that would not otherwise be available 

• The Web offers a unique opportunity to communicate with Subject Matter Experts and others worldwide 

Learning on the Web, either formal or informal can be user-unfriendly because: 

• It requires a certain level of computer skills, so those not at the level required may experience difficulty 

• Technical problems can be extremely frustrating and can interfere with the learning process 

Organizational Issues:
Organizational issues in the realm of distance and Web-based education for adults is equally important for the learner as for the organization providing it. Bates is of the opinion that if the provider can utilize the newest technology, it reduces production costs and makes the instructor/facilitator more readily available. In addition, Bates goes on to say that new technology: "raises the quality of instructional design, resulting in extremely well-designed learning Materials. This is a result of a great deal of preparation time and team work. High quality learning materials are particularly important where students have a variety of educational backgrounds and experience of study, and are especially important where entry to courses is open to all."²
 
Clearly, the Web is already providing outstanding instructional material, and with further advances in technology, this is where we may someday be doing the majority of our learning. 

²Technology, Open Learning and Distance Education., A.W. (Tony) Bates, (1995)
  TJ Press (Padstow) Ltd. Padstow, Cornwall pg. 11

Novelty:
Bates speaks to the criteria of novelty mostly in terms of  organizational goals, but for the learner, novelty can certainly play a role in the decision to enroll in a particular course. New technologies can provide extraordinary opportunities for learners to broaden their scope of knowledge and skill. William S. Silver, director of Educational Technology at the University of Denver, concludes that technology will transform higher education and that learners will become more self-directed and life-long learners rather than passive recipients of information. According to Silver, Technology will have an affect on how adults learn because: 

• Adults learn best by doing 

• Adults learn best when they can actively use information 

• Adults learn best when they are intrinsically motivated by the material and its challenges 

The novelty of the Internet creates a motivational environment that promotes self-directed learning whether it be formal or informal.
 
Speed:
Bates believes it is crucial to keep material current by being able to change and/or revise it quickly. The advantage of the internet in this context is its ability to be updated daily or even hourly if  necessary. The implication for the learner, is that the information provided on the Web is usually the most recent available anywhere.
 
As with anything, there are exceptions, but these are few, so it can be said that the Web is the place to look for all the latest information on any topic.
 
Conclusion:

The study group, which consisted of 20 adults, ranging in age from 27 to 50, with varying  levels of computer skills and Internet experience, were asked to rate the Web as a learning tool according to Bates'  A.C.T.I.O.N.S. criteria. Those with little or no computer skills or Internet experience were given coaching and instruction on the essential skills, how to log on, move from site to site, etc. Most were in agreement that the Web met the criteria and were enthusiastic about what they had found. Seventeen of the twenty stated that they would continue to use the Web as a research and/or learning tool in the future. The three who stated they did not wish to do so had little or no computer or Internet experience and had very low self-efficacy in that regard. However, two of the three said they would be willing to learn and perhaps try again once they had more skill and practice.
 
Based on my research and the results from my study group, and in applying the various adult learning theories cited in the body of  this paper to the original questions, it is reasonable to conclude that the use of the Web as a learning tool for adults meets the requirements. In fact, it is my belief that the World Wide Web is having, and will continue to have, a profound affect on the progression of adult learning in our lifetimes.

This article "The Web as an Effective Tool for Adult Learners", by: Moira McIntyre (12/21/97), has been re-published from www.tcm.com and edited for size limitations only.

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