This research is an investigation of the differences between inductive and deductive methods in teaching grammar to adult learners in terms of effectiveness on academical success.
It is argued that in the needs analysis process, the present situation analysis (PSA), that is, personal information about the learners and factors which may affect their learning, is just as if not more important than, the target situation analysis (TSA), that is, professional information about the learners in terms of their future language requirements.
Furthermore, it addresses the demand for appropriately designed intelligent systems that serve various learners, in terms of distinctive available and/or desired skills and knowledge.
This 'editing' can potentially result in desirable as well as undesirable consequences for learners in terms of the structures and relationships recognized and interpreted by the learners as salient.
(2) The excessive use of technology addresses not only the teaching delivery but also the support and assistance for learners in terms of new forms of learner interaction and assessment, addressing aspects as social media and gaming, peer collaboration, peer assessment, work on shared projects, thus sharing experience and building on their previous knowledge.
The excessive use of technology addresses not only the teaching delivery but also the support and assistance for learners in terms of new forms of learner interaction and assessment, addressing aspects as social media and gaming, peer collaboration, peer assessment, work on shared projects, thus sharing experience and building on their previous knowledge.
We address with this special issue innovative solutions and emerging trends in the area of open learning that comprise complex multidisciplinary fields of knowledge drawing a line between the needs of various learners in terms of accrediting current and desired level of skills and knowledge as well as of numerous institutions striving to provide education on a broad and competitive basis.
This becomes especially important when the decision making that follows the analysis of such assessment data often have significant long term effects on the learners in terms of courses made available to them and their subsequent job prospects upon exiting the system.
Furthermore, there are challenges that stem from teaching increasingly complex, frequently multi-disciplinary, courses in a distributed manner, which raises the demand for appropriately designed intelligent systems that address various learners, in terms of distinctive available and/or desired skills and knowledge.
This factor is also related to the needs of learners in terms of flexibility and opportunities of online learning.
