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An investigation of adult learner engagement in a blended learning environment
Thesis (MCom)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613919048105984 |
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| access_status_str | Open Access |
| author | Segoe, Mbalenhle Tshiamo |
| author2 | Adams, Samantha |
| author_browse | Adams, Samantha Segoe, Mbalenhle Tshiamo |
| author_facet | Adams, Samantha Segoe, Mbalenhle Tshiamo |
| author_sort | Segoe, Mbalenhle Tshiamo |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MCom)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128955 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:47.401Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128955 An investigation of adult learner engagement in a blended learning environment Segoe, Mbalenhle Tshiamo Adams, Samantha Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. Blended learning -- Western Cape (South Africa) Adult learning -- Western Cape (South Africa) Continuing education -- Western Cape (South Africa) UCTD Thesis (MCom)--Stellenbosch University, 2023. ENGLISH SUMMARY: The Fourth Industrial Revolution, the rapid change in the economy and social realm, and most recently the COVID-19 pandemic, have drastically altered the workplace. This actual and paradigmatic shift has emphasised the importance of adult working professionals taking responsibility for the development of their current skills, knowledge, and competencies. This may require them to become adult learners when participating in employment development programmes that are often presented in a blended learning format. To ensure that adult learners have a deep meaningful learning experience in the course, the learning programme must be designed, developed, and executed with adult learners in mind. The purpose of this research was to investigate adult learners’ (working professionals) experiences of engagement in a blended learning programme and to explore which elements of the programme were supportive of and or challenged their engagement experience. To explore the extent to which adult learners experience engagement in a blended learning environment, a qualitative research design, guided by an interpretive paradigm, was employed to elicit and examine adult learners’ experiences of engagement. Data were collected through open-ended semi-structured interviews, from a convenience sample of n = 10 adult learners partaking in blended learning programmes at a Higher Education Institution in the Western Cape. The data were analysed using reflexive thematic analysis (Braun & Clark, 2013), which yielded that the factors that influenced, supported and challenged the adult learners', specifically the working professionals, engagement experience were a) learning interest, b) interacting with their peers and instructors through various platforms online and face-to-face, c) receiving support from family and external tutors, d) having a sense of community, e) technology such as WiFi and online learning platforms, as well as technological issues such as software updates and having loads-shedding, and f) time to balance their careers and personal life and to prioritise their studies accordingly. The results of this research study offer programme developers and educators insight into the factors that bring about adult learner engagement, as well as how to ensure that blended programmes are designed, developed, and implemented effectively into the course. This will further ensure that future adult learners are provided with learning experiences that will guarantee deep meaningful engagement. AFRIKAANSE OPSOMMING: Die Vierde Industriele Revolusie, die vinnige verandering in die ekonomie en sosiale omgewing, asook die onlangse COVID-19 pandemie, het die werkplek drasties verander. Hierdie wesenlike en paradigmatiese verskuiwing beklemtoon die belangrikheid daarvan dat werkende professionele persone verantwoordelikheid aanvaar vir die ontwikkeling van hul huidige vaardighede, kennis en bekwaamhede. Dit mag van hulle vereis om volwasse leerders te word wanneer hulle deelneem aan indiensnemingsontwikkelingsprogramme, wat dikwels aangebied in die formaat van gemengde leerprogramme. Desnieteenstaande, vir die volwasse leerders om 'n diep, betekenisvolle ervaring van die kursus te he, moet die leerprogramme ontwerp, ontwikkel en uitgevoer word met volwasse leerders in gedagte. Die doel van hierdie navorsing was om die ervarings van volwasse leerders (volwasse werkende persone) in 'n gemengde leerprogram te ondersoek en te bepaal watter elemente van die program hulle betrokkenheidservaring ondersteun het of uitgedaag het. Om die mate waartoe volwasse leerders betrokkenheid by 'n gemengde leeromgewing ervaar te ondersoek, is 'n kwalitatiewe navorsingsontwerp, gerig deur 'n interpretatiewe paradigma, gebruik om volwasse leerders se ervarings van brokkenheid te ontlok en te ondersoek. Data is ingesamel deur oop-eindigende semi-gestruktureerde onderhoude, met 'n gepaste monster van n = 10 volwasse leerders wat deelgeneem het aan gemengde leerprogramme by 'n Instelling van Hoer Onderwys in die Wes-Kaap. Die data is deur refleksiewe tematiese analises ontleed (Braun & Clark, 2013), wat getoon het dat faktore wat volwasse leerders, spesifiek werkende professionele persone, beinvloed, ondersteun en uitgedaag het., die volgende was: a) leerbelangstelling; b) interaksie met hulle portuurgroep en instrukteurs deur verskeie aanlynplatforms en in persoon, c) ondersteuning van familie en eksterne instrukteurs; d) die ervaring van 'n gevoel van gemeenskap; e) tegnologie soos WiFi en aanlynleerplatforms, asook tegnologiese kwessies soos sagteware-opdatering en beurtkrag; en f) tyd om hulle loopbane en persoonlike lewens te balanseer en om hulle studies hiervolgens te prioritiseer. Die resultate van hierdie navorsingstudie bied aan programontwikkelaars en opvoeders insig in die faktore wat lei tot volwasse leerderbetrokkenheid, asook hoe om te verseker dat gemengde programme ontwerp, ontwikkel en doeltreffend in die kursus geimplementeer word. Dit sal verder verseker dat toekomstige volwasse leerders voorsien word van leerervarings wat diepgaande, betekenisvolle betrokkenheid sal waarborg. Masters 2023-11-26T21:24:07Z 2024-01-08T17:07:40Z 2023-11-26T21:24:07Z 2024-01-08T17:07:40Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128955 en_ZA Stellenbosch University x, 107 pages : includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Blended learning -- Western Cape (South Africa) Adult learning -- Western Cape (South Africa) Continuing education -- Western Cape (South Africa) UCTD Segoe, Mbalenhle Tshiamo An investigation of adult learner engagement in a blended learning environment |
| title | An investigation of adult learner engagement in a blended learning environment |
| title_full | An investigation of adult learner engagement in a blended learning environment |
| title_fullStr | An investigation of adult learner engagement in a blended learning environment |
| title_full_unstemmed | An investigation of adult learner engagement in a blended learning environment |
| title_short | An investigation of adult learner engagement in a blended learning environment |
| title_sort | investigation of adult learner engagement in a blended learning environment |
| topic | Blended learning -- Western Cape (South Africa) Adult learning -- Western Cape (South Africa) Continuing education -- Western Cape (South Africa) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128955 |
| work_keys_str_mv | AT segoembalenhletshiamo aninvestigationofadultlearnerengagementinablendedlearningenvironment AT segoembalenhletshiamo investigationofadultlearnerengagementinablendedlearningenvironment |