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Dear family, friend, colleagues and the members of the jury,

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Presentation on theme: "Dear family, friend, colleagues and the members of the jury,"— Presentation transcript:

1 Being Successful in Blended Adult Education: A Person-centered Approach Dra. Silke Vanslambrouck
Dear family, friend, colleagues and the members of the jury, Thank you for being here tonight. I will present to you the research I’ve conducted during the last four years that led to my phd entitled: ‘Being successful in blended adult education: A person-centered approach’.

2 Blended learning and adult education in Flanders
Important role of centers for adult education (CAEs) (Vlaamse Regering, 2016) Blended learning: Future of education (e.g. Graham, Woodfield, & Harrison, 2013) I want to start with explaining why the context of blended adult education is important to research. There are demographic and technological developments, centers for adult education are seen as having an important role for society. They namey offer adults the opportunity to develop the needed skills to become or stay active in the labour market. Furthermore, the technological developments also impact education in that education becomes more open and accessible. Blended learning is an example of this open education and is seen as the future of education. While blended learning and adult education are seen as very important, there is still the issue of unqualified dropout. The Flemisch government wants to tackle this issue by offering centers for adult education financial support and resources to provide qualitative support to students. However, there is more needed than money and resources to be able to support the students qualitatively. Teachers need information on who their students are and what support they need. Need for providing qualitative support (Crevits, 2018)

3 Exploring factors for success in blended adult education from the perspective of the student: What factors could be anticipated to support the diverse students? Therefore, my PhD aims to explore factors for succes in blended adult education from the perspective of the student and it wants to offer an answer to the question on what factors teachers could ancticipate to support the diverse adult students.

4 Two crucial student characteristics Self-regulated learning
Motivation The process of mastering the learning process by using strategies in diverse areas and phases. The driving force of students’ choices, endurance and degree of effort in a particular task. Type of motivation: Intrinsic - extrinsic Self-efficacy Value There are a lot of student characteristics that are important, however, we chose two characteristics that are mentioned in literature as crucial for learning, especially in blended education, namely motivation and self-regulated learning. Self-regulated learning is an overarching term that addresses how students approach their learning. A self-regulating student is able to master their learning process by using strategies in different areas of functioning such as cognition, behavior context and motivation and in diverse phases such as the activation, monitoring, regulation and reflection phase. Self-regulated learning is important in blended education since in blended education students get a lot of autonomy that requires them to take responsibility of their learning process and regulate their learning. Furthermore, literature states that students do not only need the skill but also the will to perform the skills, so we also research motivation. Motivation is seen as the driving force of students choices, their persistence and their effort in a particular task. Especially adults are considered to have intrinsic motivation because adult education is mostly voluntary. We approached motivation in different ways in the phd. First, it is used to indicate the type of motivation a student has. The motivation of students can be positioned on a continuum going from intrinsic motivation which means that students are motivated for reasons from within themselves like they are interested in the task to extrinsic motivation which means that they are motivated because of reasons from outside themselves like getting a higher wage. There is also an amotivation which means that they aren’t motivated. Next, motivation is also seen as the perception of a student regarding his or her own ability to acquire a certain task, namely self-efficacy and the values they attribute to acquiring that goal.

5 Four studies Motivational profiles and value of education
Use of SRL strategies SRL profiles and relation with motivation 3 aims Effects on success

6 Mixed methods research: survey and semi-structured interviews
Aim Gain insight in the participation motivation and the value that adult students attribute to their education and the blended approach. Method Mixed methods research: survey and semi-structured interviews Findings Three motivational profiles: self-determined profile; moderate profile; additive profile Adult students mostly value education in general rather than the blended approach: they participate mostly because of a utility value and mention a lot of ‘costs’ regarding the blended approach Costs: personal sacrifices; high worlkload; high effort for help; technology issues

7 Four studies Motivational profiles and value of education
Use of SRL strategies SRL profiles and relation with motivation Effects on success

8 Aim Gain insights into what cognitive, behavioral, contextual and motivational regulation strategies adult students in blended learning environments use. Method Qualitative research: semi-structured interviews Findings Cognitive: a lot of rehearsal and organisation strategies on paper Behavioral: planning their time and effort is highly mentioned and help-seeking is difficult in distance moments Contextual: very diverse & value peer-learning Motivational: little use of motivation regulation strategies.

9 Four studies Motivational profiles and value of education
Use of SRL strategies SRL profiles and relation with motivation Effects on success

10 Aim To identify profiles based on adult students’ online self-regulated learning and to explore whether students’ achievement motivation relates to the profile membership. Method Quantitative research: online survey Findings Three SRL profiles: High, Moderate and Low The higher the attainment value a student attributes to their education, the higher the chance that this student will be a member of the high SRL profile compared to both the low and moderate SRL profile. The higher the utility value a student attributes to their education, the higher the chance that this student will be a member of the high SRL profile compared to the low SRL profile.

11 Four studies Motivational profiles and value of education
Use of SRL strategies SRL profiles and relation with motivation Effects on success

12 Aim Explore the relation between adult students’ online SRL and achievement motivation and students’ success in their blended course. Method Quantitative research: online survey Findings The higher the self-efficacy of students, the higher the chance that they are a member of the group of successful students compared to the group of drop-out students. The higher the task and help-seeking strategy use of students, the higher the chance that these studens are a member of the group of failing students compared to the group of succesful students.

13 Conclusion and discussion
Profiles Confirmation of need to individualize  relevant but be cautious Value Inconsistency between blended approach and student experiences 'old school’ learning Need to trigger adults to work and study online during distance moments Important factors Self-efficacy; Help-seeking; Attainment & Utility value confirmation of need to individualise and differentiate Voor 1: pas op met profileren Voor 2: inconsistency between blended en student Voor 3: Adults need to be convinced and triggered to work and study online during distance moments

14 Contributions To practice: Tool Getting to know students Theoretical:
Preparation for intake conversations Increasing success by offering tailored support Prompts and scaffolds Personalised and differentiated learning environments Theoretical: Person-centered Context OSLQ Combination of SDT and EVT Dorrenbacher et al. (2016): SRL research mostly adopted a variable-centered approach and therefore has neglected person-centered questions. It helps to hypothesized that individual differences in SRL exist. The study adds to research because it follows the rarely focused-upon person-centered approach. Boiché & Stephan (2014): motivation has been extensively studied withing the academic domain using a variable-centered approach, less attention has been devoted to students’ motivational profiles. Wormington, Henderlong Corpus & Anderson (2012): A small number of person-centered studies have been conducted. Ning (2014): Zimmerman (1990) Extends current literature by adopting a person-centered appraoch to explore differences in university students’ SRL.

15 Thank you for your attention

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