A Blended Sampler for Adult Learners – Connect it!
Begin your journey by watching a short clip on our publication!
For more information about how to design and implement blended learning, follow these links:
Organizations realize that the one-size-fits-all approach is no longer relevant to today’s learners. Further considerations are needed in our ever-changing world after the COVID pandemic. Learning culture, learning experience, cost-savings, scalability, and individualized training are now seen as necessary for the adult learning environment. Consequently, blended learning meets all of these needs.
Blended learning combines face-to-face (traditional) learning with online education opportunities.
Using blended learning strategies, learner professional development exists “at least in part through online learning with some element of control over time, place, path, and/or pace” (Horn et al., 2014, p. 34). Limited research availability on blended learning for adult learners and professional training environments supports a necessary shift in thinking. As evidence of the benefits of blended learning to organizations arises, blended learning is expected to see significant growth in the workplace. Quality design, specifically chosen resources, and careful implementation can achieve blended learning goals in the professional environment.
No matter the environment, virtual, formal or informal, social or self-guided, blended learning moves the goal posts from ‘one-size-fits-all’ to learning with a purpose.
Undoubtedly, this publication will empower instructional designers and all readers to experiment with new ideas and tools to bring blended learning into their organization.
Connecting Learners for Blended Success
Cooperative learning is one of the key elements of blended learning environments. Cooperative learning is groups of learners who “work together to support each other’s learning” (Abramczyk & Jurkowski, 2020). In the right environment, group mates become responsible for others learning. Indeed, teachers can create this environment through the use of intentional structures. Technology is but another boon to the success of blended cooperative learning. Cooperative learning strategies are beneficial because they are constructive across curricula and group diversity works to improve learning. Learning in groups also improves social outcomes (Alansari & Rubie-Davies, 2021). With the right support, all teachers with adult learners can implement blended cooperative learning environments.
Read more about how to Design, Implement, and Connect learners in blended learning environments by reading our publication rough draft!
Digital Tools for a Collaborative Blended Learning Experience
These tools are useful in a collaborative working and learning environment for all learners, not just adult learners!
Want more?
Peruse these resources for more information on how blended learning can change any learner’s working and learning environment!
5 Benefits Of The Blended Learning Approach In eLearning – YouTube
The Story of Blended Learning | Dan Lamoon | TEDxDeMontfortU – YouTube:
What is…Blended Learning? – YouTube
Re-inventing Education for the Digital Age | David Middelbeck | TEDxMünster – YouTube
Blended Learning Pros & Cons – YouTube
Fuse Learning Engagement Series – Blended Learning – YouTube
What is Blended Learning? – YouTube
Gordon Lewis- The challenges of blended learning: An institutional view – YouTube
What Is Blended Learning? – YouTube
References
Horn, M. B., Christensen, C. M., & Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools. Wiley.
Abramczyk, A., & Jurkowski, S. (2020). Cooperative Learning as an Evidence-Based Teaching Strategy: What Teachers Know, Believe, and How They Use It. Journal of Education for Teaching, 46(3), 296-308. https://doi.org/10.1080/02607476.2020.1733402
Alansari, M., & Rubie-Davies, C. M. (2021, June 23). Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development. Education Sciences, 11(7), 1-18. https://files.eric.ed.gov/fulltext/EJ1303852.pdf