Creating a blended learning program for non-graduated adults supported through the community of inquiry framework to obtain BC graduation requirements
Non-graduated adults need support when re-engaging with the school system to obtain high school graduation requirements. As an adult, course delivery options for graduation are limited. Many school districts in British Columbia, including Sea to Sky (#48), offer online-only programs with asynchronous delivery and little face-to-face supports. The purpose of this applied research project was to create a blended delivery context in which to shift existing online-only programs for non-graduated adults in order to sustain learner motivation and engagement. This was accomplished by implementing the Community of Inquiry framework to increase cognitive, social and teaching presences to promote engagement both through connection to other learners as well as through connection to relevant learning and discourse by means of a bridging online resource- accessible to assist in online and face-to-face learning. The Major Project deliverable, a web-based resource, serves as a landing place for adult students to learn and to gain skills to successfully navigate online courses. The project also serves as a collaborative resource for educators to implement a blended program in their own practice while promoting a shared learning community. The background research examines the unique characteristics of adult learners to provide methods for motivation and engagement in building effective online learning opportunities connected to my professional teaching pedagogy and supported through blended implementation. Conclusions include recommendations for course content in connection supported by the Community of Inquiry framework and suggestions for further development.
Identifier (Other)DOI: 10.25316/IR-3264
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