Examining Blended Learning for Adult Learners with Special Needs
Robin Kay, Jia Li, Lousie Markovich, UOIT, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Literacy and Basic Skills (LBS) programs offer adult learners with a variety of special needs opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary education. Barriers to learning that adult learners encounter in LBS programs might be reduced through a blended learning instructional approach. The purpose of this study was to investigate the attitudes of LBS adult learners toward blended learning. Over 90% of 149 adult learners (94 male, 55 female) agreed that their learning needs were met through face-to-face class component of the program. Only 40% of adult learners agreed that the online activities met their learning needs. Some adult learners avoided online content due to their limited computer skills or because they viewed the content as unnecessary for course completion. Adult learners noted that online learning opportunities were needed when they were not able to attend class or for support of specific learning skills.
Kay, R., Li, J. & Markovich, L. (2016). Examining Blended Learning for Adult Learners with Special Needs. In Proceedings of E-Learn: World Conference on E-Learning (pp. 711-718). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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Laurie Acensio, Université Lille 1UMR CNRS 9189 CRISTAL, France; Frédéric Hoogstoel, Polytech'Lille-Université de Lille, Lille, France, France; Luigi Lancieri, Université de Lille-Equipe NOCE, Laboratoire d’Informatique Fondamentale de Lille (LIFL), France
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 58–62
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