Leveraging Adult Learners in Blended Learning Programmes

Full Paper (Asynchronous) ID: 62311
  1. aaa
    Nanda van der Stap
    HU University of Applied Sciences, Utrecht, Netherlands
  2. Theo van den Bogaart
    HU University of Applied Sciences
  3. Dominic Ruiz-Thijssen
    Institute of Archimedes, HU University of Applied Sciences, Utrecht
  4. Johan Versendaal
    Digital Ethics, HU University of Applied Sciences, Utrecht

Abstract: Blended learning programmes for adult-learners in higher academic education bring with it the challenge of designing online learning environments that does justice to the needs and characteristics of adult-learners. According to Biggs (2003) student factors need to be clearly defined as these affect learning processes. Current designs are typically related to the younger learners, rather than adult-learners. As attempts to define adult-learners’ needs and characteristics are fragmented across adult-learning theories, a meta-analysis was carried out. From an initial 562 studies, 14 studies on adult-learners’ needs and characteristics were selected through the guidelines of the PRISMA statement, using pre-defined criteria. Each study was analysed by two coders. The results show that adult-learners need to know relevance, are self-directed learners, need to add knowledge to existing experience, need real-world problems; are problem-centred learners, are intrinsically motivated, need collaboration, need scaffolding, need clarity, are independent, and are task oriented. Suggestions for design principles that cater for adult-learners are made.

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