Towards Blended Learning Designs Fostering Adults' Social Capital

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

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Development of an Instructional Design Model for Mobile Blended Learning in Higher Education

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v14i16.10633 ◽

2019 ◽

Vol 14 (16) ◽

pp. 4 ◽

Cited By ~ 2

Author(s):

I Kadek Suartama ◽

Punaji Setyosari ◽

Sulthoni Sulthoni ◽

Saida Ulfa

Keyword(s):

Instructional Design ◽

Blended Learning ◽

Mobile Learning ◽

Mobile Technology ◽

Mobile Internet ◽

Internet Technology ◽

Learning Design ◽

Face To Face ◽

Information And Communication ◽

Face To Face Learning

The development of information and communication technology has brought a surprise and revolutionary challenge to the idea and practice of traditional education. Mobile internet technology has become the main promoter and accelerator to apply the concept of mobile learning. Mobile technology offers new opportunities to integrate face-to-face learning and online learning methods. We see a tendency to use blended learning scenarios by combining various forms of learning and integrating a variety of ways to access content using mobile technology. The objective of this study is to develop a mobile blended learning design that can systematically guide the instructor or lecturer in the lecturing processes. By combining the ideas of mobile learning and blended learning, mobile blended learning design has been developed. Implementing research and development (R&D) method, the mobile blended learning design has been constructed through designing process and validation by experts. This instructional design has feasibility to use in learning; therefore, it effectively increases the popularity of mobile blended learning

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Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch308 ◽

2012 ◽

pp. 561-572

Author(s):

Douglas L. Holton

Keyword(s):

Instructional Design ◽

Adult Learners ◽

Open Source ◽

Management System ◽

Online Courses ◽

Learning Experience ◽

Learning Design ◽

Design And Implementation ◽

Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

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Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

Advances in E-Learning ◽

10.4018/978-1-59904-756-0.ch005 ◽

2011 ◽

pp. 83-95 ◽

Cited By ~ 2

Author(s):

Olga Díez

Keyword(s):

Adult Education ◽

Teacher Training ◽

Blended Learning ◽

Lifelong Learning ◽

Virtual Environments ◽

Teaching And Learning ◽

Collaborative Work ◽

Learning Design ◽

Ict Skills ◽

E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

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European Studies and Research in Adult Learning and Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.245 ◽

2017 ◽

Cited By ~ 1

Author(s):

Oriol Rios-Gonzalez

Keyword(s):

Adult Education ◽

Adult Learners ◽

Adult Learning ◽

Information And Communication Technologies ◽

Current Knowledge ◽

Knowledge Society ◽

Communication Technologies ◽

Educational Opportunities ◽

Information And Communication ◽

Underserved Groups

The European Commission launched a renewed agenda for adult learning with the objective of ensuring access to high-quality educational opportunities to adult learners for the promotion of their personal and professional development. Thus, European researchers in this field are paying attention to lifelong learning actions in order to address this challenge. Studies in this area are exploring how adult education can strengthen adults’ skills, in particular those required in the current knowledge society (information and communication technologies, problem solving, foreign languages, etc.). Simultaneously, some investigations focus in depth on the role that adult education can play in overcoming social exclusion for the most underserved groups. This paper describes the contributions of these investigations as well as the steps carried out by programs and theories that have contributed the most to adult learning. Lastly, future developments and challenges on this field are explained.

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Assessing Adult Learning and Learning Styles

Assessing and Evaluating Adult Learning in Career and Technical Education ◽

10.4018/978-1-61520-745-9.ch009 ◽

2011 ◽

pp. 143-153

Author(s):

E. Paulette Isaac

Keyword(s):

Adult Education ◽

Adult Learners ◽

Adult Learning ◽

Learning Styles ◽

Adult Educators ◽

Learning And Development ◽

Know How ◽

Education Literature ◽

Learning Assessments ◽

Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

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Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-4249-2.ch008 ◽

2013 ◽

pp. 134-147

Author(s):

Victor X. Wang ◽

Patricia Cranton

Keyword(s):

Adult Education ◽

Adult Learners ◽

Transformative Learning ◽

Transformational Learning ◽

Individual Characteristics ◽

Adult Educators ◽

Philosophical Perspective ◽

Teaching Philosophies ◽

Diverse Individual

This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners’ transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students’ diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.

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Adapting Adult Educators' Teaching Philosophies to Foster Adult Learners' Transformation and Emancipation

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch071 ◽

2014 ◽

pp. 1238-1251

Author(s):

Victor X. Wang ◽

Patricia Cranton

Keyword(s):

Adult Education ◽

Adult Learners ◽

Transformative Learning ◽

Transformational Learning ◽

Individual Characteristics ◽

Adult Educators ◽

Philosophical Perspective ◽

Teaching Philosophies ◽

Diverse Individual

This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners' transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students' diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.

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Enabling Creative Blended Learning for Adults through Learning Design

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch016 ◽

2014 ◽

pp. 279-295

Author(s):

Spyros Papadakis

Keyword(s):

Adult Learners ◽

Experiential Learning ◽

Blended Learning ◽

Critical Reflection ◽

Learning Activity ◽

Learning Design ◽

Self Directed Learning ◽

Directed Learning ◽

Learning Scenarios ◽

Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

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Teaching Adults across Cultures, Distance, and Learning Preferences

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch028 ◽

2010 ◽

pp. 469-484

Author(s):

Gabriele Strohschen

Keyword(s):

Decision Making ◽

Instructional Design ◽

Adult Education ◽

Instructional Technology ◽

Instructional Methods ◽

Learning Preferences ◽

Adult Educators ◽

Learning Needs ◽

Learning Tasks ◽

Data Points

This chapter focuses on the underlying principles of instructional design and delivery as means for adult education practitioners to discern which instructional methods and strategies are suited to learners and learning tasks. The considerations here are intended to assist the educator in grasping key elements of ISD that work across cultures, distance, and learning needs, styles, and preferences of adults. It offers a strategy for determining key components of instructional technology. As such, this chapter is a foundation that provides data points for decision-making about instructional design and delivery for today’s adult educators.

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