Personally, this made me move as I come from a post colonial country where language clearly creates social difference, especially in the setting of educational institutions. In the capacity of an adult educator, I feel, it is extremely significant that we pay attention to the context learners belong to. The learning environment at least should not feed into the hegemonic lingual structure and should not play a part in further marginalising such learners. 

On the other hand peer feedback, I believe, is an immensely useful tool in online forums and otherwise. Constructive feedback from peers can help participants grow and learn. Feedback from multiple sources allows different perspectives on one’s work. In my viewpoint the best possible solution in cases where peer grading becomes necessary is to pair it with peer feedback. Provision of feedback along with the grade will make the process more transparent and constructive for all participants involved. 

In terms of learning theories, Albert Bandura’s observational learning model can explain a great deal the way adult learners learn. Since adult learners are much more immersed in their social condition, it becomes more apparent that their learning will be more affected by their surroundings (Athanasou, 2008). Observational learning theory combines elements from cognitive, behavioural and social psychology; presenting a wholesome picture of the learning process which in nature is complex. Practitioners of adult education, therefore, need to take this fact into consideration that observed occurrences from past and present may help or hinder the process of learning. Social learning does not only occur because of observance of one particular event by the learner. Socio – cultural norms and practices over the years influence how learners observe their surroundings and later act in a given situation. Multi faceted nature of observational learning model renders it useful for understanding the way adults learn from their past and present surroundings (Zimmerman & Schunk, 2003). Learnt observational behaviours tend to influence the way adult learners interact in their learning environment.

In development of online learning environment and curriculum, adult educators should keep this in consideration that social learning is dynamic and constant. Furthermore, realisation that observation plays a significant role, may help to integrate adult learners into the learning environment in a better manner.

References:

Athanasou, J. A. (2008). Adult Educational Psychology. Rotterdam: Sense Publishers.

Zimmerman, B., & Schunk, D. (2003). Educational psychology: One-hundred years of contributions. Mahwah, NJ: Lawrence Earlbaum. 

In the light of this rationale the approach of mixing and matching learning modules seems suitable for all kind of adult learners. It provides flexibility and diversity. Many universities around the world now allow their students to opt for modules that interest them the most. One of the benefits of this approach is that, learners can tailor their learning according to their interests. While such an approach seems extremely beneficial and interesting it also raise certain concerns such as whether all students are can appropriately mix and match their learning if not then to what level should they be provided guidance. Another aspect of this approach, which I personally feel, has the potential to make the learning more productive is that learners should be given certain core modules and then only should be allowed to mix and match. This would lead to more informed decision making process. On the whole, the concept of mixing and matching learning modules renders itself really well to humanities and social sciences in general as it allows more of an interdisciplinary approach, which in turn has the potential to make the learning experience more holistic.  

References:

French, S. (2015). The Benefits and Challenges of Modular Higher Education Curricula. Issues and Ideas Paper. Melbourne Centre for the Study of Higher Education. 

Reference:

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. 

Reference:

Knox, J. (2013). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), 821-832.