Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?

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Author(s): Celine Cocquyt (Vrije Universiteit Brussel, Belgium), Anh Nguyet Diep (Vrije Universiteit Brussel, Belgium), Chang Zhu (Vrije Universiteit Brussel, Belgium), Maurice De Greef (Vrije Universiteit Brussel, Belgium)and Tom Vanwing (Vrije Universiteit Brussel, Belgium)
Copyright: 2019
Pages: 26
Source title: Ubiquitous Inclusive Learning in a Digital Era
Source Author(s)/Editor(s): Ebba Ossiannilsson (International Council for Open and Distance Education (ICDE), Norway & European Distance and e-Learning Network (EDEN), UK & Swedish Association for Distance Education (SADE), Sweden)
DOI: 10.4018/978-1-5225-6292-4.ch003

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

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Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?

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