Adult Learners' Perspectives on Their Engagement in a Hybrid Learning Postgraduate Programme

Autor/inn/en	Johnson, Ensa; Morwane, Refilwe; Dada, Shakila; Pretorius, Gaby; Lotriet, Marena
Titel	Adult Learners' Perspectives on Their Engagement in a Hybrid Learning Postgraduate Programme
Quelle	In: Journal of Continuing Higher Education, 66 (2018) 2, S.88-105 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Ensa) ORCID (Morwane, Refilwe) ORCID (Dada, Shakila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2018.1469071
Schlagwörter	Adult Students; Adult Learning; Student Attitudes; Learner Engagement; Blended Learning; Graduate Study; Information Technology; Computer Uses in Education; Computer Literacy; Electronic Learning; Foreign Countries; Computer Software; Computer Mediated Communication; Integrated Learning Systems; Self Efficacy; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Schülerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Informationstechnologie; Computernutzung; Computerkenntnisse; Ausland; Computerkonferenz; Self-efficacy; Selbstwirksamkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Student engagement is a prerequisite for successful learning. Due to the tremendous change in the use of information and communication technologies, the nature of this engagement has had to adapt to fit a hybrid approach of teaching and learning. In this qualitative study, three focus group discussions were conducted that aimed to investigate adult learners' perspectives on their engagement in a hybrid learning postgraduate programme. Deductive content analysis was done of the transcribed data using Pittaway's Engagement Framework. Main findings were that adult learners' computer literacy skills impacted on their own self-efficacy towards their ability to study and use technology. Lecturers' social engagement, especially their support to students, was also highlighted. Other factors, such as Internet access and power failures, hampered adult learners' access to online activities. An adapted engagement framework for adult learners is proposed and should be taken into account when developing new online programmes for adult learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01