Motivational profiles of adult learners in online and blended learning

Having the necessary skills to succeed in an educational program does not ensure that learners will achieve positive outcomes. Learners also need the motivation to learn in order to use their skills and engage in the learning process. This is especially true in online and blended learning (OBL) environments, which offer learners flexibility and autonomy to shape their own learning process. Since adult education in general and particularly OBL in adult education attracts a heterogeneous group of people, there is diversity amongst adult learners with regard to their motivation to learn and their reasons for choosing OBL. The purpose of this study is to examine whether motivational profiles exist amongst learners in the specific context of OBL in adult education. To achieve this objective, we conducted a survey with 180 learners in adult education. We administered the academic motivation scale questionnaire (AMS; Vallerand et al, 1992), targeting learners enrolled in an OBL program in adult education. Finally, we have performed cluster analysis of the participant scores taken from the survey. Our results indicate the presence of three motivational profiles amongst adult learners. These motivational profiles may be viewed as contributing to our understanding of how individuals participating in OBL in adult education are or are not motivated to learn. This information can be used by institutions and teachers to develop their educational curriculum to match the profiles of their learners and to take into consideration of their learners' motivation. In turn, researchers can use the results as a starting point for further research into the relationship between motivational profiles and learning outcomes. In this way, deeper understanding can be made acquired into how motivation enhances intent-to-persist and success in OBL

Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments

Online or blended adult education offers learners autonomy which makes them responsible for shaping their own learning. Considering the increased responsibility over learning, learner characteristics are important factors to consider in order to achieve educational success. With this in mind, the current study examines to what extent different learner (background) characteristics predict adult learners' intent-to-persist, satisfaction and performance in online or blended environments. The learner characteristics, namely motivation, self-regulation, internet attitudes and self-efficacy are selected based on previous research with regard to influences on persistence, performance and satisfaction. Furthermore, background variables like age, gender, having children, prior diploma, employment status and current educational level are included. Data were collected through a survey among 242 learners in online or blended adult education. Multivariate linear regressions (with intent-to-persist, satisfaction and performance as respective dependent variables) show that the motivation of learners influences all three outcomes. For both satisfaction and intent-to-persist, results show a positive relationship with controlled motivation and a negative relationship with amotivation. The autonomous motivation has a positive relationship with expected performance. Moreover, motivation is found to be the only characteristic in this study that predicts the intent-to-persist. For expected performance, negative relationships are found for the self-regulation subscale 'time management' and a positive relationship for 'self-evaluation'. The self-regulation subscale 'environment structuring' has a positive relationship with satisfaction, while 'help-seeking' has a negative relationship. As predicted, self efficacy seems to be an important variable which predicts the performance and satisfaction. Internet attitudes only relate to the satisfaction of learners. The results in the current study demonstrate that in online or blended adult education, learner characteristics are important to consider. Motivation is seen as a particularly critical variable. In this respect teachers and institutions should pay attention to the individual learner characteristics since these can serve as indicators for learners at risk

Examining lived experiences in a professional development program for online teaching : a hermeneutic phenomenological approach

The increased number of courses taught in an online environment has led to more teachers in need of professional development for online or blended teaching. Although various professional development programs have been scrutinised, only a few studies integrate the feelings of teachers during their professional development process. Teachers' feelings form an inherent part of their teacher-selves and are reflected in their everyday practice. Therefore, this study uses a hermeneutic phenomenological research method to examine the lived experiences - the feelings - of educational staff within a professional development program that targets online and blended teaching. The results indicate that teachers experience a large range of feelings and that these fluctuate throughout the program. These include positive feelings of connectivity, responsibility, and satisfaction, but also more negative feelings of chaos and frustration. The recognition and understanding of these feelings can illuminate particular aspects of professional development that are experienced more positively or negatively, which can guide further efforts for qualitative improvement

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review

In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL

A latent profile analysis of adult students' online self-regulation in blended learning environments

Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, which makes it necessary to provide tailored support. Conducting latent profile analyses for a sample of 213 blended adult students, we identified three profiles, namely high, low, and moderate SRL profiles which prove differences in SRL strategy use and imply tailored SRL support. Through multivariate analysis of variance (MANOVA) and multinomial logistic regression, we further explore the differences in SRL between the profiles and the extent to which the students’ personal background characteristics and achievement motivations predict their profile membership. The three profiles differ significantly in terms of the scores of all SRL subscales. Furthermore, only achievement motivation – more specifically, attainment and utility value – predicts profile membership. These results inform educational practice about opportunities for supporting and enhancing SRL skills. Anticipating attainment and utility value, time management, and collaboration with peers are all recommended. More specifically, teachers can, for example, use authentic tasks and examples during the learning process or be a role model regarding online interaction and information sharing

Een onderzoek naar het profiel en de motieven van zij-instromers in de specifieke lerarenopleiding in centra voor volwassenenonderwijs in Vlaanderen /

Master of Science in de pedagogische wetenschappen: pedagogiek en onderwijskund