Examining social inclusion and social capital among adult learners in blended and online learning environments.

Autor/inn/en	Cocquyt, Céline; Diep, Nguyet A.; Zhu, Chang; Greef, Maurice de; Vanwing, Tom
Titel	Examining social inclusion and social capital among adult learners in blended and online learning environments.
Quelle	In: European journal for Research on the Education and Learning of Adults, 8 (2017) 1, S. 77-101Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:14001
URN	urn:nbn:de:0111-pedocs-140013
Schlagwörter	Empirische Untersuchung; Fragebogen; Soziodemografie; Wahrnehmung; Soziale Integration; Lernumgebung; Technologieunterstütztes Lernen; Datenanalyse; Digitalisierung; Partizipation; Sozialkapital; Blended Learning; E-Learning; Erwachsenenbildung; Erwachsener; Belgien
Abstract	New learning spaces and learning formats affected the learning and education of adults. In this respect, digitalisation is believed to reduce social exclusion. Moreover, adult education, social inclusion and social capital are positively related among adults. Therefore, this questionnaire study examines how adults who are engaged in online and blended learning perceived change in social inclusion and social capital. We conceptualised social inclusion as social participation and social connectedness, and social capital as bonding and bridging ties. In the case of blended adult learners, our results show positive perceptions of social inclusion and social capital. Those perceptions are less positive among the online adult learners. In both cases, non-natives experience a higher increase in social inclusion and social capital than natives. Hence, online and blended learning holds advantages for adults particularly non-natives: it enhances social inclusion and social capital. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4