Designing, implementing, and evaluating a blended learning program for adult learners

Thesis Abstract

In recent years, the need for flexible and accessible adult education programs has intensified due to the increasing demands of lifelong learning and the widespread adoption of digital technologies. Despite the proliferation of online and blended learning modalities, there remains a significant gap in understanding how to optimally design, implement, and evaluate effective blended learning programs tailored specifically for adult learners. This study aims to develop a comprehensive model for a blended learning program that enhances adult learners’ engagement, knowledge retention, and skill acquisition. The specific objectives are to identify key design elements that influence learning outcomes, implement the program within a community college setting, and evaluate its effectiveness in improving adult learners’ educational achievements and satisfaction. The research adopts a mixed-methods approach, integrating both quantitative and qualitative data collection and analysis techniques. The study population comprises 200 adult learners enrolled in Continuing Education courses at a metropolitan community college. A stratified random sampling technique ensures representativeness across variables such as age, educational background, and employment status. Quantitative data are collected via pre- and post-intervention surveys measuring learners’ motivation, engagement, satisfaction, and learning outcomes, utilizing validated instruments such as the Motivated Strategies for Learning Questionnaire (MSLQ) and learner satisfaction scales. Additionally, academic performance data are gathered from course assessments to objectively gauge skill and knowledge gains. Qualitative data are obtained through semi-structured interviews and focus group discussions with 30 participants and instructors, providing in-depth insights into contextual factors influencing implementation and learner perceptions. Data analysis incorporates descriptive statistics, paired-sample t-tests, and regression analysis to identify factors significantly predicting successful learning outcomes. Thematic analysis is employed for qualitative data to explore themes related to learner experiences, perceptions of the blended model, and barriers to engagement. Structural Equation Modeling (SEM) is utilized to test the hypothesized relationships among the design features, learner engagement, satisfaction, and achievement, guided by theories such as the Constructivist Learning Theory and the Community of Inquiry Framework. Expected findings indicate that a well-structured blended learning program, incorporating active learning strategies, flexible scheduling, and learner-centered design, significantly enhances adult learners’ motivation, engagement, and academic performance. The study anticipates identifying specific design elements—such as asynchronous discussions, personalized feedback, and multimedia content—that are predictive of positive learning outcomes. It is projected that the program will lead to statistically significant improvements (p < 0.05) in learner satisfaction and academic achievement compared to traditional face-to-face instruction. This research contributes to the body of knowledge by offering an empirically validated model for designing adult-oriented blended learning programs, emphasizing the importance of aligning instructional strategies with adult learners’ unique needs. It advances the theoretical understanding of e-learning effectiveness through the integration of Constructivist and Community of Inquiry theories, providing a nuanced perspective on learner engagement and social presence in adult education contexts. The study concludes that strategic design, active implementation, and rigorous evaluation are critical to maximizing the benefits of blended learning for adult learners. Recommendations include adopting flexible, learner-centered approaches that foster social interaction and self-regulation, employing continuous formative assessments for ongoing improvement, and training instructors in digital pedagogies. Future research should explore long-term impacts of blended learning on career development and lifelong learning trajectories among diverse adult populations.