Spectrum of blended learning implementation models for adult education¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The report describes implementation models along a spectrum of blended learning, from models where the instructor delivers most teaching with little computer time, to models where most instruction is delivered by the product with the teacher supporting students individually as needed. Intermediate points include "In-class instruction + outside class practice on computer" and "In-class instruction + in-class lessons and practice on computer." The report found programs at both ends of the spectrum and many points in between.

Design Implications¶

Context¶

Requirements¶

• Products must support multiple methods of implementation
• Training should support multiple methods of implementation

Constraints¶

• General agreement among educators holds that blended learning is the most effective implementation model for low-skilled learners, who arrive with differing levels of basic education, language, and computer/digital literacy

Target Learners¶

• low-skilled adult learners with varied basic education, language, and digital literacy levels

Target Learning Goals¶

• individualized pace and differentiated instruction to augment the instructor's work

Claims¶

• Adult education programs implement technology along a spectrum of blended learning models, often multiple models within one program [+W]
• Blended implementation models matched to learner skill level: high-touch blended for lowest-skilled learners, online courses for more advanced students [+W]

Related Elements¶

• Blended Learning

Examples¶

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Key Sources¶

• Constantakis, P. (2016). Integrating Digital Tools for Adult Learners: Four Critical Factors. Digital Promise. https://digitalpromise.dspacedirect.org/items/52ffa633-226c-445f-8113-54cc83dc76c7