Thesis Abstract

Blended learning, which combines traditional face-to-face instruction with online learning components, has gained significant attention in the field of education. This research project aims to assess the effectiveness of blended learning approaches in adult education. Blended learning has the potential to enhance flexibility, accessibility, and learner engagement in adult education programs. However, there is a need to examine the specific outcomes and factors that contribute to the effectiveness of blended learning in adult education settings.

The research will involve a comprehensive literature review to explore the conceptual framework of blended learning and its theoretical underpinnings in adult education. It will also analyze existing blended learning programs and initiatives in adult education to identify best practices and lessons learned.

The research methodology will include quantitative analysis of learner outcomes, such as academic achievement, skill development, and learner satisfaction, comparing the effectiveness of blended learning approaches with traditional face-to-face instruction. Additionally, qualitative interviews with adult learners, educators, and program administrators will be conducted to gain insights into their experiences, perceptions, and recommendations regarding the effectiveness of blended learning in adult education.

The findings of this research will contribute to the existing knowledge on the effectiveness of blended learning approaches in adult education and provide practical recommendations for policymakers, educators, and program developers. Ultimately, this research aims to enhance the understanding and implementation of blended learning as a valuable instructional approach in adult education settings.

Thesis Overview