Abstract
The chapter discusses the extent to which technology used at the Open University of Cyprus supports adult teaching and learning and promotes learner autonomy. It uses the concept of learner-centred education, which shares common principles with adult learning theories and constructivists approaches to learning and findings from a qualitative study to critically discuss the educational tools/eClass eLearning Platform and the degree to which it supports a more learner-centred approach to learning. The chapter has revealed that technology used at the OUC is not being informed to a great extent by the LCE paradigm, due to the centralized system, fixed curriculum, predefined aspects of the units, failure of the platform to grasp the authenticity of learning in social settings and establish intimate relationships among participants. Nonetheless, it does indicate some positive aspects of LCE implementation that relate to opportunities it gives for interaction and collaboration. The study makes a clear point that technology is useful, but as a tool that is not cultural and political neutral, in order to support adult learners in distance education, needs to be used in a context that favours learners’ autonomy and respects their needs and experiences.
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Gravani, M.N. (2018). Use of Technology at the Open University of Cyprus (OUC) to Support Adult Distance Learners: To What Extent Is Being Informed by the Learner-Centred Education (LCE) Paradigm?. In: Anjana (eds) Technology for Efficient Learner Support Services in Distance Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-2300-3_9
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