Examining the role of learning support in blended learning for adults' social inclusion and social capital

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

doi:10.1016/j.compedu.2019.103610

Cited by 38 publications

(33 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While some of the papers did not use any theories at all, the following theories were the most commonly used: Social capital theory: the central premise of this theory is that relationships are a critical resource for the members of the community, and individuals benefit from being associated with the community (Kumi & Sabherwal, 2018). Andragogy (Knowles, 1980): andragogy theory was proposed to address adult learners' individual needs (Abu Bakar et al., 2017; Arghode et al., 2017; Cocquyt et al, 2019; Marcaletti et al., 2018). Andragogy starts by recognising the differences between adults and youngsters and describes learning experiences from there.…”

Section: Resultsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

View full text Add to dashboard Cite

Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

show abstract

Section: Resultsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Unlike the receptive (or those that we perceive and process), reproductive skills have the property of a double bottom, namely incorrect perception-learning-reproduction-fixation without checking and practicing with a specialist or native speaker. In the modern learning environment, interest groups are formed (as adult parents and the older generation were previously mentioned to help children), as well as communities of support and mutual learning and knowledge testing that can increasingly be organized as spontaneously using a remote form of communication and technical support tools (interactive boards, cloud storage of information and classes with tasks and social networks) [13].…”

Section: Discussionmentioning

confidence: 99%

Transformation in Russian adult additional education

Abraukhova

Zimovetc

2021

E3S Web Conf.

View full text Add to dashboard Cite

The present work considers the development of adult education in Russia from the elimination of illiteracy from the late 19th -early 20th centuries to the use of information and communication technologies at the beginning of the 21st century. The aim of the article is to consider the stages of development of adult education and to determine at the stages of development the most sought-after educational areas and technologies in additional adult education. In this work, differences in the process of teaching children and adults are considered, an excursion is made into the history of the formation of adult education in Russia. A modern picture of additional adult education is given. Based on the studies, the authors conclude that for adults the most sought-after educational field is the study of a foreign language using remote technologies.

show abstract

“…Therefore, they need to clearly understand the goals and objectives of the course. They should see how content, learning and goals help them achieve those goals [13][14].…”

Section: Methodsmentioning

confidence: 99%

Trends in adult complementary education in the modern digital space

Abraukhova

Zimovetc

2021

E3S Web Conf.

View full text Add to dashboard Cite

The paper examines the application of different methods and approaches in teaching adults a foreign language as part of additional education. The authors of the article aim to identify modern trends in the development of additional adult education, ensuring the creation of an optimal educational environment for successful adult instruction in a foreign language. This paper examines the social and psychological characteristics of adult learners. Emphasis is placed on the superiority of active training methods using information and communication technologies. It is concluded that for the most effective realization of the educational potential of a foreign language by adult students in the conditions of additional education, it is necessary for the teacher to combine pedagogical and anagogical models of education using digital technologies.

show abstract

Examining the role of learning support in blended learning for adults' social inclusion and social capital

Cited by 38 publications

References 64 publications

Adult learning in online communities of practice: A systematic review

Adult learning in online communities of practice: A systematic review

Transformation in Russian adult additional education

Trends in adult complementary education in the modern digital space

Contact Info

Product

Resources

About