Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.

中文翻译：

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针对成人学习者混合学习课程中在线学习的教学策略


混合学习提供了一种以学习者为中心的方法，利用课堂学习和数字技术来促进在线学习。这种方法对高等教育中的成人学习者特别有利，因为它满足了他们的教育需求。然而，由于普遍缺乏在线互动，并且没有明确的教学策略来解决这一问题，成人学习者参与混合学习计划仍然具有挑战性。查阅了有关成人学习者教育需求和在线互动的文献，以设计促进成人学习者在线互动的教学策略。本研究的目的是进一步验证这些教学策略，因此使用混合方法进行了多个案例研究。因此，我们采访了比利时和荷兰三所大学四个课程的八名教师和十六名学生。此外，还向 84 名学生分发了一份测试一组预定义变量的调查问卷。研究结果产生了一套经过验证的教学策略，帮助教师进一步发展他们的专业技能和专业知识。教学策略可以分为三类，即1）教师的在线存在，2）协作学习活动和预备学习活动，3）在线和课堂学习中学习内容和学习活动的分布。其中包括一套精心设计的经过验证的教学策略。这项研究有助于教师专业发展，并将循证知识添加到高等教育成人学习者的教学策略和教学框架中。