Leveraging Adult Learners in Blended Learning Programmes
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.