LEARNING COMMUNITIES IN BLENDED ADULT EDUCATION. EXPECTATIONS OF LEARNERS AND PROGRAM COORDINATORS

Learning communities have been proposed as an interesting approach in adult education. Especially in blended learning environments, it is important that learners feel embedded in a group. It is suggested that embedment may have a positive impact on persistence. In this study the expectations of adult learners and program coordinators regarding the creation of learning communities at the program level are scrutinized. Starting from the Community of Inquiry model and evidence from literature concerning social presence and immediacy behavior three intervention scenarios were elaborated. By means of six semi-structured interviews with dyads of adult learners and program coordinators of Adult Education Centers in Flanders, these scenarios were systematically assessed using Kano matrices. The thematic analyses reveal five major themes affecting learners' and program coordinators' attitude towards learning communities. Some of the emerging themes were previously not addressed in literature. Academic utility is identified as decisive factor for acceptance. The findings contribute to our understanding of the acceptance of learning communities and suggest a set of practical recommendations.