Blended learning and perception of success: A case study of an adult literacy programme in Ireland
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An understanding of how blended learning can impact adult learners perceived success can help inform policy initiatives and learning design, so they are more responsive to the needs of the learners. This study examined the impact of blending learning on the perceived success of participants in a literacy programme. Participants were 8 adult learners (5 male and 3 female) with an age range of 39 to 77 years. The average age was 59.87 years (SD = 12.37). A case study consisting of quantitative and qualitative components was conducted. The quantitative component compared the perceived success of students participating in a face-to-face delivery method with students participating in a blended delivery method. Results showed that the students participating in the face-to-face only delivery had a significantly higher mean perception of success. Thematic and frequency analysis was used to analyse the qualitative data. Participants identified some key themes representing contributors to perceived success: Social Interaction and Class Support, Tutor Support and Participants not Working Independently. This research could inform the design of the online element of a blended learning programme to account for these contributors. Additionally, it lends support to existing learning theory particularly, Social Constructivism (Dewey,1986; Glassman, 2001) and the Community of Inquiry model (Garrison, Anderson & Archer, 2000), which directs attention to the student-tutor relationship and highlights the teacher presence and its role in the facilitation of the learning experience.
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