Adult Education and Blended Learning-Some specifics
Sumitra Mishra
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Abstract
This paper is an early attempt at examining the method of blended learning as a universal and its impact on adult learners. Adult Learning needs a different approach, method and implementation technique when compared to child education. Adults in their classes are generally more critical, active in decision making and reason “how” they learn, why they learn and what they will do with they are learning. These are typically recognized in the principles of the androgogy model developed by Knowles, which stresses need-to-know, immediacy of application, sharing of life experiences as a source of knowledge, independence and self-direction, and ownership of their learning as hallmarks of adult learners (Knowles, 1980, 1984; Knowles et al, 1998). Other adult education theorists have also stressed autonomy, self-direction, and affinity for real-life learning as key characteristics of adult learners (Tough 1977; Brookfield, 1986; Fellenz & Conti, 1989; Merriam & Caffarella, 1999) The concept of blended learning is one in which is the co-existence of classroom lectures and online teaching or methods in a course. This mixed-mode instructional model, generally termed hybrid, blended or sandwich learning, has been recognized as an effective alternative that can combine the best features of each model, help foster rapport among participants, and decrease 'psychological' distances and isolation (Wolcott, 1996; Horton, 2000; Horton & Horton, 2003; Syllabus Magazine, 2003) This paper is a beginning to examining the classroom dynamics, provisions from blended learning and limitations. It also analyzes the "Communities of Inquiry" and scans blended learning using the DDLM model.
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Caner, M. (2012). The definition of blended learning in higher education. In P. Anastasiades (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-0939-6.ch002.
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