Examining social inclusion and social capital among adult learners in blended and online learning environments

Cocquyt, Céline; Diep, Anh Nguyet; Zhu, Chang; Greef, Maurice De; Vanwing, Tom

doi:10.3384/rela.2000-7426.rela9111

Cited by 23 publications

(15 citation statements)

References 34 publications

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“…Research has found a range of positive effects of BL (Means et al, 2013 ; Vella et al, 2016 ), such as engaging learners (Henrie et al, 2015 ; Owston et al, 2013 ), reducing dropout rates (López-Pérez et al, 2011 ), enhancing knowledge construction and problem-solving abilities (Bridges et al, 2015 ), improving performance (Deschacht & Goeman, 2015 ; Shea & Bidjerano, 2014 ), increasing attendance and satisfaction (Stockwell et al, 2015 ), and providing a strong sense of community in the learning experiences (Rovai & Jordan, 2004 ). Researchers have also found that effective blended course design and instruction could make students feel connected with others (e.g., Cocquyt et al, 2017 ). In addition to the benefits of BL, some research focused on the affordance of the emerging technologies for collaborative learning (Gan et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Effective instructional strategies and technology use in blended learning: A case study

2021

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This case study explored effective instructional strategies and technology use in blended learning (BL) in a graduate course in the USA. Varied forms of data were collected, including (1) semi-structured interviews with students, (2) mid-term and final course evaluations, (3) two rounds of online debates, (4) four weeks of online reflection journals, and (5) the instructor’s reflections. Thematical analysis and descriptive statistics were conducted to analyze qualitative and quantitative data respectively. Multiple methods were employed to establish trustworthiness of the study. Effective and ineffective instructional strategies and technology uses were identified in BL. The findings indicated that students valued real-time interactions with peers and the instructor. However, inappropriate asynchronous discussions were considered less effective in BL. In addition, immediate feedback from peers and the instructor motivated learners and improved the quality of their work. Learning technologies played a critical role in BL, but the use of learning technologies should be simplified and streamlined. Technical support was essential to reduce learners’ cognitive load.

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Section: Introductionmentioning

confidence: 99%

Effective instructional strategies and technology use in blended learning: A case study

2021

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“…Deschacht and Goeman (2015) found BL improved adults’ exam scores and course pass rates and (Ge, 2012) identified better English language acquisition among Chinese adults utilizing a blended approach. BL also presents the opportunity to accommodate heterogeneous groups of adult learners, particularly with those differing levels of self-regulation (Vanslambrouck et al, 2019) or who seek varying levels of social inclusion and social capital (Cocquyt et al, 2017). BL can meet diverse learner needs by accommodating differing learning styles (Garcia et al, 2014) and through the variety of activities available by using both modalities (Hall & Villareal, 2015; Lai et al, 2016; Snowball, 2014).…”

Section: Blended Learning Overviewmentioning

confidence: 99%

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

et al. 2019

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Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

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“…Studies of adult education and digital media have, in similar ways, focused on technology as a tool for societal inclusion (Cocquyt, Diep, Zhu, Greef, & Vanwing, 2017;Moekotte, Brand-Gruwel, & Ritzen, 2017;Reneland-Forsman, 2018). It has also been stressed how digital technologies are central to lifelong learning (Thalhammer, 2014) and how they have blurred the boundaries between formal and informal learning (Wildemeersch & Jütte, 2017).…”

Section: Digital Citizenshipmentioning

confidence: 99%

Educational imaginaries : a genealogy of the digital citizen

Rahm

2019

Linköping Studies in Behavioural Science

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Examining social inclusion and social capital among adult learners in blended and online learning environments

Cited by 23 publications

References 34 publications

Effective instructional strategies and technology use in blended learning: A case study

Effective instructional strategies and technology use in blended learning: A case study

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

Educational imaginaries : a genealogy of the digital citizen

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