Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills College Programs | Attitudes des étudiants envers l’apprentissage mixte dans les programmes collégiaux de formation de base et alphabétisation pour adultes

Abstract

Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through a blended learning approach. Due to limited access to technology in LBS programs, little is known about adult learners’ attitudes toward online learning. This study investigates learners’ attitudes and perceived success in blended learning, and key factors contributing to individual differences. A survey was administered to 149 LBS student participants at three Ontario community colleges, along with interviews conducted with 37 students. The results of correlation and thematic analysis have shown that differences exist in their attitudes between face-to-face and online learning environments, 90% versus 40% positive respectively. Individual differences in their perceptions were found to be associated with their age, time out of formal education, education levels, and computer skills.Les programmes de formation de base et alphabétisation (« FBA ») de nombreux collèges de l’Ontario offrent aux apprenants adultes dont la formation de base et la littératie sont faibles des occasions d’améliorer leur employabilité ainsi que leurs résultats aux cours prérequis pour l’admission aux études postsecondaires. Les étudiants en FBA font face à de nombreux défis et ont besoin de plus de soutien didactique interpersonnel, ce qui peut être surmonté par une approche d’apprentissage mixte. À cause de l’accès limité à la technologie dans les programmes de FBA, on en sait peu sur les attitudes des apprenants adultes quant à l’apprentissage en ligne. Cette étude se penche sur les attitudes des apprenants et sur la perception de la réussite en apprentissage mixte, ainsi que sur les principaux facteurs qui contribuent aux différences individuelles. Cent quarante-neuf étudiants en FBA de trois collèges communautaires en Ontario ont répondu à un sondage, et des entrevues ont été réalisées avec 37 étudiants. Les résultats de l’analyse de corrélation et de l’analyse thématique ont démontré qu’il existe des différences dans leurs attitudes relatives aux environnements d’apprentissage en personne et en ligne, qui sont positives respectivement à 90 % et 40 %. Nous avons relevé que les différences individuelles de perception étaient associées à l’âge, à la durée passée hors de l’éducation formelle, au niveau d’éducation et aux compétences informatiques.

Hybrid Learning Design to Minimize Academic Stress of Digital Natives’ Generation in Accounting Course

“…One learning model that utilizes technology and fits the DNG learning style and academic culture is the hybrid learning model. This combines face-to-face learning (online-toface) and online learning (Garrison & Kanuka, 2004;Klimova & Kacetl, 2015), which is appropriate for generations who are familiar with technology; allows more flexible learning (Li, Kay, & Markovich, 2018); motivates and develops communication skills (Ceylan & Kesici, 2017); and material can be delivered anytime and anywhere (Eshreteh & Siaj, 2017). Hybrid learning is more effective in increasing the competency of students (Ceylan & Kesici, 2017;Kintu, Zhu, & Kagambe, 2017;Dwijonagoro & Suparno, 2019).…”

“…One appropriate technology-based learning model for the DNG is the hybrid learning model, which combines face-to-face learning and online content (Garrison & Kanuka, 2004;Klimova & Kacetl, 2015). Hybrid learning is the latest model that is appropriate for generations who are familiar with technology, and with it students can learn flexibly (Li, Kay & Markovich, 2018), meaning they are more motivated and have effective communication skills (Ceylan & Kesici, 2017) as the delivery of material can be made anytime and anywhere, with various learning methods and evaluations (Eshreteh & Siaj, 2017). Hart et al (2008) argue that with the hybrid learning model: 1) the learning target will be achieved because there will be more focus and large amounts of material can be delivered over time; 2) learning is more effective due to the variations between online learning and the face-to-face approach; and 3) interactions with students online can be developed.…”

Blended Learning Implementation and Impact in Vocational Schools

“…Finally, 1 article (8%) of the research results were not included in any category, where the article analyzed blended learning impact in terms of time efficiency. (Banditvilai, 2016); (Li et al, 2018); (Yick et al, 2019) (Vo et al, 2017); (Patmanthara & Hidayat, 2018); (Rajabi et al, 2017); (Jachin & Usagawa, 2017); (Marchalot et al, 2018); (Kulkarni et al, 2019) (Banditvilai, 2016); (Kintu et al, 2017); (Vanslambrouck et al, 2018); (Ramirez-Arellano et al, 2018) (Hajji et al, 2016) Total 3…”

“…The first focus was the impact on student behavior. It was the lowest level (level 1) of the blended learning impact because it was shown by attitude (Li et al, 2018). This impact could be analyzed with the five senses and fast changes.…”

Pathway to Quality: Incorporating Students’ Perceptions in the University Learner Support System

“…Delivering course materials in form of print, audio-visual, and electronic resources can ease their access by students and improve on learner support and learning (Aramide & Bolarinwa, 2010). Studies conducted at the Open University of UK indicate that in order to ensure steady improvement in the quality of modules in distance learning, educational institutions have to build a database of their modules that should be continuously reviewed to improve service delivery and learning (Toetenel and Rienties, 2016;Li, Kay and Markovich, 2018). The course materials should be relevant to the socio-cultural context of the students (Brigley, Hosein and Myemba, 2009).…”