Examining the role of learning support in blended learning for adults' social inclusion and social capital

被引：0
作者：
Cocquyt C. [1 ]
Zhu C. [1 ]
Diep A.N. [1 ]
De Greef M. [1 ]
Vanwing T. [1 ]
机构：
[1] Vrije Universiteit Brussel, Department of Educational Sciences, Pleinlaan 2, Brussels
来源：
Computers and Education | 2019年 / 142卷
关键词：
Adult learning; Blended learning; Interactive learning environments; Learning support; Social capital;
D O I：
10.1016/j.compedu.2019.103610
中图分类号：
学科分类号：
摘要：
In a digitalized society blended learning has become a favorable approach in adult education. Blended learning is showing promise as a teaching approach because of the variety of learning opportunities that can be created. Furthermore, participation in adult education can contribute to social benefits for adults, of whom a certain amount is at risk of social exclusion. However, scholars have not yet fully uncovered the educational factors in a blended learning environment that contribute to these social benefits. The present study, therefore, examines whether and how various types of learning support in blended courses are related to adults' social inclusion and social capital. A questionnaire (N = 139) measured adults' perceptions of diverse types of learning support, social inclusion and social capital. The results revealed that instructional support consists of two factors, namely informational support and process guidance. Informational support is negatively related to social participation, whereas process guidance positively determines social participation. In addition, transfer and peer support are positively associated with social connectedness and social capital. The results advance empirical knowledge by establishing that instructors should offer several types of support and facilitate peer support throughout blended learning in order to achieve positive changes in adults' social inclusion and social capital. © 2019 Elsevier Ltd
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