A framework for learning design in different modes of delivery in an adult learning programme

[摘要] English: This study has been undertaken against the background of a higher education environment that is changing, especially under the influence of the knowledge economy, the influx of adult learners and the impact of technology. Among other things, technology has led to the development of different modes of delivery in teaching and learning. This study set out to develop a framework for learning design in three different modes of delivery (face-to-face, modular and online) in an adult learning programme. The literature review focused on answering three subsidiary questions, namely (i) identifying the influence of the changing higher education environment on learning and the design of learning; (ii) identifying the most prominent perspectives on effective teaching and learning in different modes of delivery on the design of learning; and (iii) identifying the characteristics that adult learners bring to the learning environment that need special consideration in effective learning design. The literature review provided guidelines for learning design for effective teaching and learning in different modes of delivery using the community of inquiry of Garrison et al. (2000) as an organising mechanism. Furthermore, guidelines for learning design for effective teaching and learning for adults were also identified using the Four Lens Framework of Kiely et al. (2004) as an organising framework. These guiding principles formed the directives that were used to measure the compliance of an adult learning programme (the Bachelor of Management Leadership programme at the University of the Free State). The empirical investigation focused on the compliance of the adult learning programme together with identifying the shortcomings of the current learning design and enhancing the current learning design of the programme. A triangulation mixed methods design was used. Through the use of a questionnaire survey, data was collected from students enrolled in the different modes of delivery. The analysis and interpretation of the data led to the identification of some shortcomings in the programme. The main criticism against the current learning design of the BML programme was the differences in the alignment between the various modes of delivery. In order to address this shortcoming a blended learning design is proposed that could be implemented on a programme as well as a module level. On the programme level the blended learning design introduces an online learning component for the face-to-face and modular modes of delivery and face-to-face contact sessions for the online mode of delivery. The learning design on a module level introduces a process where students can developed as self-directed learners and is based on the work of Huang and Zhou (2006) and Knowles et al. (2005). The proposed framework was evaluated by a panel involved in the programme to provide feedback on the feasibility of the learning design and to provide suggestions to further refine the framework. The significance of the study lies in the development of a framework for learning design using directives in teaching and learning and in the design of learning for adults that are applicable in the changing higher education environment. The study has incorporated the newest trends that address contemporary higher education. The framework is not only based on sound theoretical principles (as discussed in the literature review) but provides a practical framework that could be used by the management and the lecturers of the programme. The study could be applicable to other adult learning programmes due to the generic nature of the directives for different modes of delivery.

[发布机构] University of the Free State