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Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?

Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?

Celine Cocquyt, Anh Nguyet Diep, Chang Zhu, Maurice De Greef, Tom Vanwing
Copyright: © 2019 |Pages: 26
ISBN13: 9781522562924|ISBN10: 1522562923|EISBN13: 9781522562931
DOI: 10.4018/978-1-5225-6292-4.ch003
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MLA

Cocquyt, Celine, et al. "Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?." Ubiquitous Inclusive Learning in a Digital Era, edited by Ebba Ossiannilsson, IGI Global, 2019, pp. 55-80. https://doi.org/10.4018/978-1-5225-6292-4.ch003

APA

Cocquyt, C., Diep, A. N., Zhu, C., De Greef, M., & Vanwing, T. (2019). Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?. In E. Ossiannilsson (Ed.), Ubiquitous Inclusive Learning in a Digital Era (pp. 55-80). IGI Global. https://doi.org/10.4018/978-1-5225-6292-4.ch003

Chicago

Cocquyt, Celine, et al. "Towards Blended Learning Designs Fostering Adults' Social Capital: What Do Empirical Findings Reveal?." In Ubiquitous Inclusive Learning in a Digital Era, edited by Ebba Ossiannilsson, 55-80. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6292-4.ch003

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Abstract

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

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