Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/64944

TitleHow to design and teach a blended course for hard-to-reach adult learners
Author(s)Lencastre, José Alberto
İlin, Gülden
Bronze, José
Francica, Maryrose
Milios, Panos
KeywordsBlended learning
Course design
Adult education
Issue date3-Apr-2020
PublisherInternational Business Information Management Association (IBIMA)
JournalJournal of e-Learning & Higher Education
CitationLencastre, J. A., İlin, G., Bronze, J., Francica, M., & Milios, P. (2020). How to design and teach a blended course for hard-to-reach adult learners. Journal of e-Learning and Higher Education, Vol. 2020 (2020), Article ID 220154, 1-10.
Abstract(s)In recent years, with easy access to ever-faster and integrated Internet technologies, blended courses have been a safe wager for adult education. Blended courses combine the best of faceto-face classes, such as affective relationships, with all the advantages of online environments, such as interactivity and the flexibility of learning anytime or anywhere. These transformations also allow the use of pedagogical strategies that promote students' development respecting their different ways and rhythms of learning according to their competences and personal interests. Regardless, it is challenging to design and teach a blended course that might be a meaningful learning experience for hard-to-reach adult learners. It requires specific knowledge to each situation and environment. Blended courses are not only those in which face-to-face classes are complemented by online learning but also uses a pedagogy that settles the primary responsibility for learning on the student. They are student-centred courses. The role of the course designer is to create opportunities that promote personalised and collaborative learning. Starting with data from a questionnaire applied to women refugees regarding their educational needs, this article explains how to develop or adapt the curriculum, design learning sequences, manage the online session and facilitate the learners' learning experience. This study’s primary focus was writing an accessible manuscript to all teachers and trainers.
TypeArticle
URIhttp://hdl.handle.net/1822/64944
DOI10.5171/2020.220154
ISSN2169-0359
Publisher versionThe original publication is available at https://ibimapublishing.com/articles/JELHE/2020/220154/
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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