Adult learners returning to school to complete a secondary diploma are faced with a range of extrinsic and intrinsic factors influencing their ability to engage and commit to their education (Cantor, 1992; Entwisle, Alexander, & Olson, 2004; Klein, Noe & Wang, 2006). The needs of these adult secondary learners (also known as mature learners) challenge educators to adapt programs to improve learning experiences. One avenue is technology which has changed the face of traditional classrooms at all educational levels (Becker, Ravitz, & Wong, 1999; Dawley, 2008). Particularly, eLearning has been associated with constructivist environments where flexibility and accessibility enhance learning experiences (Kassop, 2003; Johnson, 2001; Neo, 2005). Conversely, eLearning can isolate learners where technological frustration or learning anxiety translate into attrition rates ranging from 30--80% (Flood, 2002; King, 2002). Characteristics such as lack of self-directedness and motivation among mature learners suggest that pure eLearning is not ideal (Flood, 2002; Packham, Jones, Miller, & Thomas, 2004; Schrum & Hong, 2002). To support the needs of mature learners, an alternate course modality was explored. Blending classroom and online learning into a hybrid course offered a potential balance for mature learners (Berge, 2006; McCray, 2000; Skill & Young, 2002).
The purpose of this inquiry was to understand the teaching and learning experiences of mature learners and their instructor within a hybrid course. A case study research approach was adopted, and multiple data collection methods helped construct a multifaceted description of the participants' experiences. The findings point to benefits of hybrid learning for mature learners, while also highlighting the skills of the learners and the role of the instructor as influential in the learning experience. The perspectives revealed in this inquiry allow us to envision how hybrid learning could shape a more dynamic learning experience for mature learners.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/27776 |
| Date | January 2008 |
| Creators | Mace, Heather A |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 217 p. |
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