Implementation of a Multilingual Blended Learning Course for Non-formal and Informal Adult Learning during the COVID-19 Pandemic

• Authors: Ineta Luka

Title variants

PL

Wdrożenie wielojęzycznego kursu blended learning dla pozaformalnego i nieformalnego uczenia się dorosłych podczas pandemii COVID-19

Abstracts

PL

W związku z pandemią COVID-19 tradycyjne nauczanie twarzą w twarz zostało zastąpione edukacją na odległość, e-learningiem, nauką online i edukacją mieszaną na wszystkich poziomach, w tym w nauczaniu dorosłych. Learning Management Systems (LMS) mają kluczowe znaczenie dla organizowania skutecznego procesu edukacyjnego online i zapewniania, że uczący się osiągają efekty uczenia się. Obecne badania, przeprowadzone w sześciu krajach UE: Chorwacji, Łotwie, Słowenii, Rumunii, Polsce i Czechach, określają przydatność platform LMS do pozaformalnego i nieformalnego uczenia się dorosłych w przypadku różnych grup docelowych, w przypadku, gdy kształcenie dorosłych w bezpośrednim kontakcie jest ograniczone. W badaniach wzięło udział 638 uczestników, w tym 209 osób z trudnościami w dostępie do nauki. Uczestnicy przestudiowali przygotowany kurs typu blended learning jako kurs edukacji pozaformalnej i nieformalnej oraz wypełnili ankietę ewaluacyjną po przyswojeniu treści kursu. Wyniki wskazują na ogólne zadowolenie uczących się z LMS i z prowadzenia kursu oraz przydatność platform LMS dla potrzeb standardowych uczniów dorosłych oraz uczniów z kulturowymi, społecznymi i geograficznymi przeszkodami w uczeniu się zarówno w przypadku uczenia się pozaformalnego, jak i nieformalnego. LMS jest odpowiedni dla uczniów z trudnościami ekonomicznymi w uczeniu się pozaformalnym, ale uczniowie z barierami w nauce wymagają specjalnego podejścia pedagogicznego, aby wesprzeć ich w przyswajaniu treści kursu w formacie nauczania mieszanego wyłącznie online.

EN

Due to the COVID19 pandemic, traditional face-to-face learning was replaced by distance education, e-learning, online learning and blended learning at all education levels, including adult education. Learning Management Systems (LMS) are crucial in organising an efficient pedagogical process online and ensuringthat learners attain learning outcomes. The current research, conducted in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and Czechia, evaluates the suitability of the LMS to non-formal and informal adult learning for various target groups when face-to-face adult education was restricted. The research involved 638 participants, 209 of them were learners with barriers to learning. The participants studied the blended learning course created for non-formal and informal adult learning and filled in a feedback questionnaire after its acquisition. The results indicate overall learner satisfaction with the LMS and the course delivery, and the suitability of the LMS for regular adult learners and learners with cultural, social, and geographic barriers to learning both for non-formal and informal learning. The LMS is suitable for learners with economic obstacles for non-formal learning. However, learners with learning difficulties require special pedagogical approaches to support them to acquire the course in an online-only blended learning format.

Keywords

PL

blended learning; Learning Management System (LMS); dorośli uczniowie; uczniowie z przeszkodami; edukacja pozaformalna; uczenie nieforrmalne

EN

blended learning; Learning Management System (LMS); adult learners; learners with barriers; non-formal education; informal learning

• Publisher: Wydawnictwo Uniwersytetu Śląskiego
• Journal: International Journal of Research in E-learning IJREL
• Year: 2022
• Volume: 8
• Issue: 2
• Pages: 1-23

Dates

published

2022

Contributors

author

Ineta Luka

• Turiba University, Latvia

• https://orcid.org/0000000347061663

References

• Bobáková, H.L., & Chylková, M. (2021). The Use of Online Education by the Czech Population in the European Context. International Journal of Research in E-learning, 7(1), 146–168. https://doi.org/10.31261/IJREL.2021.7.1.08
• Boeren, E. (2019). International and Comparative Research Design. In L. Hamilton, & J. Ravenscroft (Eds.), Building Research Design in Education (pp. 131–150). London: Bloomsbury Academic.
• Brancati, D. (2018). Social Scientific Research. Los Angeles: SAGE.
• Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts Speaking: crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 1–11. https://doi.org/10.1016/j.iheduc.2020.100772
• Bryson, J.R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478
• Carrillo, C., & Flores, M.A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
• Chiu, T.K.F. (2021). Digital support for student engagement in blended learning based on selfdetermination theory. Computers in Human Behavior, 124, 106909. https://doi.org/10.1016/j.chb.2021.106909
• Cocquyt, C., Zhu, C., Diep, A.N., De Greef, M., & Vanwing, T. (2019). Examining the role of learning support in blended learning for adults’ social inclusion and social capital. Computers and Education, 142, 1–19, https://doi.org/10.1016/j.compedu.2019.103610
• Dascalu, M-D., Ruseti, S., Dascalu, M., McNamara, D.S., Carabas, M., Rebedea, T., & Trausan-Matu, S. (2021). Before and during COVID-19: A Cohesion Network Analysis of students’ online participation in Moodle courses. Computers in Human Behavior, 121, 106780. https://doi.org/10.1016/j.chb.2021.106780
• Divjak, B. (2020). Croatia – how have we introduced distance learning? Ministry of Science and Education of the Republic of Croatia. Retrieved from https://planipolis.iiep.unesco.org/sites/default/files/ressources/croatia_covid_organisation_distance_teaching_learning.pdf (accessed 9 January 2022).
• Dobre, I. (2015). Learning Management Systems for higher education – an overview of available options for Higher Education Organizations. Procedia – Social and Behavioral Sciences, 180, 313–320. doi:10.1016/j.sbspro.2015.02.122
• e-culture.eu. (2022). The Erasmus+ project “Culture knowledge and language competences as a means to develop the 21st century skills” e-learning platform. Retrieved from http://e-culture.eu/ (accessed 26 February 2022).
• Edu, T., Negricea, C., Zaharia, R., & Zaharia, R.M. (2021). Factors influencing student transition to online education in the COVID 19 pandemic lockdown: evidence from Romania. Economic Research-Ekonomska Istraživanja, 1–14. https://doi.org/10.1080/1331677X.2021.1990782
• European Commission/EACEA/Eurydice. (2021). Adult education and training in Europe: Building inclusive pathways to skills and qualifications. Eurydice Report. Luxembourg: Publications Office of the European Union. doi: 10.2797/788535
• Gao, B.W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement on students’ satisfaction – the case from the tourism management teaching. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100272, https://doi.org/10.1016/j.jhlste.2020.100272
• Gjestvang, B., Høye, S., & Bronken, B.A. (2021). Aspiring for competence in a multifaceted everyday life: A qualitative study of adult students’ experiences of a blended learning master programme in Norway. International Journal of Nursing Sciences, 8, 71–78. https://doi.org/10.1016/j.ijnss.2020.11.001
• Gorecka, A., Gorecka, D., Urbańska, K., Zaremba, B., & Oszczędłowski, P. (2021). Education in Poland during the Covid-19 pandemic. Journal of Education, Health and Sport, 11(8), 392–396. http://dx.doi.org/10.12775/JEHS.2021.11.08.043
• Habibi, A., Amirul Mukminin, A., Yaqin, L.N., Parhanuddin, L., Razak, R.A., Nazry, N.N.M., Taridi, M., Karomi, K., & Fathurrijal, F. (2021). Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context. Religions, 12, 50, https://doi.org/10.3390/rel12010050
• Hanemann, U. (2021). “Paper commissioned for the 2021/2 Global Education Monitoring Report, Non-state actors in Education. ED/GEMR/MRT/2021/P1/20. Retrieved from http://cradall.org/sites/default/files/hanemann_u_non-state_actors_in_nf_youth_and_ad_education_gem_report_2021_22_380082eng.pdf (accessed 19 November 2022).
• Heinze, A., & Procter, C. (2004). Reflections on the Use of Blended Learning. Education in a Changing Environment. Salford: University of Salford, UK, Education Development Unit.
• Hofmeister, C., & Pilz, M. (2020). Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany. Education Sciences, 10(7), 182. https://doi.org/10.3390/educsci10070182
• Ionescu, C.A., Paschia, L., Nicolau, N.L.G., Stanescu, S.G., Stanescu, V.M.N., Coman, M.D., & Uzlau, M.C. (2020). Sustainability Analysis of the E-Learning Education System during Pandemic Period-COVID-19 in Romania. Sustainability, 12(21), 1–22. https://doi.org/10.3390/su12219030
• Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787–1794. DOI: 10.1016/j.procs.2021.08.183
• Lebeaux, D., Jablon, E., Flahault, C., Lanternier, F., Viard, J.-P., Pacé. B., Mainardi, J.-L., & Lemogne, C. (2020). Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study. Infectious Diseases Now, 51(5), 477–483. https://doi.org/10.1016/j.idnow.2020.11.002
• Levpušček, P.M., & Uršic, L. (2021). Slovenian parents’ views on emergency remote schooling during the first wave of the Covid-19 pandemic. CEPS Journal, 11(Special Issue), 263–290. https://doi.org/10.26529/cepsj.1127
• Luka, I. (2019a). Creating a culture-based language learning course for developing adult learners’ 21st century skills. Journal of Education Culture and Society, 10(2), 151–169. https://doi.org/10.15503/jecs20192.151.169
• Luka, I. (2019b). Design thinking in pedagogy: frameworks and uses. European Journal of Education, 54(4), 499–512. https://doi.org/10.1111/ejed.12367
• Luka, I. (2021). European cultural heritage and skills development course for adult learners’ selfdevelopment. Journal of Education Culture and Society, 12(2), 505–526. https://doi.org/10.15503/jecs2021.2.505.526
• Luka, I. (2022). Implementation of a blended learning course for adult learners during the COVID-19 pandemic. Quality Assurance in Education, Ahead-of-print, https://doi.org/10.1108/QAE-03-2022-0061
• Marsh, D. (2002). CLIL/EMILE - The European Dimension: Actions, Trends and Foresight Potential. University of Jyväskylä, Finland. Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdf (accessed 22 January 2018).
• Moodle. (2022). Moodle Statistics. Retrieved from https://stats.moodle.org/ (accessed 18 August 2022).
• Motoh, H. (2020). Slovenia social briefing: Outlook for education during the first and consequent waves of the Covid-19 epidemic. Weekly Briefing, 30(3) (Sl). Retrieved from https://www.chinacee.eu/wp-content/uploads/2020/08/2020s06_Slovenia.pdf (accessed 9 January 2021).
• Müller, F.A., & Wulf, T. (2021). Blended learning environments that work: An evidence-based instructional design for the delivery of qualitative management modules. The International Journal of Management Education, 19, 100530. https://doi.org/10.1016/j.ijme.2021.100530
• Nivala, E., Hämäläinen, J., & Pakarinen, E. (2021). A social pedagogical model for counselling immigrant students in non-formal adult education. International Journal of Social Pedagogy, 11(1). DOI: https://doi.org/10.14324/111.444.ijsp.2022.v11.x.002
• Ogienko, O., & Terenko, O. (2018). Non-Formal Adult Education: Challenges and Prospects of 21st Century. Edukacja – Technika – Informatyka, 24(2), 169-174. DOI:10.15584/eti.2018.2.22 Retrieved from https://repozytorium.ur.edu.pl/bitstream/handle/item/4017/22%20ogienko-nonformal.pdf?sequence=1&isAllowed=y (accessed 19 November 2022).
• OECD. (2020a). School education during Covid-19. Were teachers and students ready? Country Note Slovenia. Retrieved from https://www.oecd.org/education/Slovenia-coronavirus-educationcountry-note.pdf (accessed 9 January 2022).
• OECD. (2020b). School education during Covid-19. Were teachers and students ready? Country Note Poland. Retrieved from https://www.oecd.org/education/Poland-coronavirus-education-countrynote.pdf (accessed 9 January 2022).
• OECD. (2020c). The potential of Online Learning for adults: Early lessons from the COVID-19 crisis. Retrieved from https://read.oecd-ilibrary.org/view/?ref=135_135358-ool6fisocq&title=Thepotential-of-Online-Learning-for-adults-Early-lessons-from-the-COVID-19-crisis (accessed 10 July 2022)
• Olszewska, K. (2020). The effectiveness of online learning in the era of the SARS-CoV-2 pandemic on the example of students of Polish universities. World Scientific News, 148, 108–121. Retrieved from http://www.worldscientificnews.com/wp-content/uploads/2020/08/WSN-148-2020-108-121.pdf (accessed 8 January 2022).
• Patra, S.K., Sundaray, B.K., & Mahapatra, D.M. (2021). Are university teachers ready to use and adopt e-learning system? An empirical substantiation during COVID-19 pandemic. Quality Assurance in Education, 29(4), 509–522. https://doi.org/10.1108/QAE-12-2020-0146
• Prokhorets, E. K., Plekhanova, M. V., & Scherbinina, N. G. (2015). Instructional Design of Foreign Language Blended Courses. Procedia – Social and Behavioural Sciences, 215, 161–169. https://doi.org/10.1016/j.sbspro.2015.11.611
• Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., Aranza, D., Mesarić, J., Skitarelić, N., Zoranić, S., Majstorović, D., Neuberg, M., Mikšić, Š., & Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Medical Education, 20(416), 1–11. https://doi.org/10.1186/s12909-020-02343-7
• Rasheed, R.R., Kamsin, A., & Abdullah, N.A. (2021). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
• Rawat, B., Samriya, J.K., Pandey, N., & Wariyal, S. (2020). Enriching ‘user item rating matrix’ with resource description framework for improving the accuracy of recommendation in E-learning. Materials Today: Proceedings. https://doi.org/10.1016/j.matpr.2020.09.701
• Rimkuviené, D., Vintere, A., & Aruvee, E. (2021). E-learning Challenges from the Students’ Point of View. Proceedings Lessons from a Pandemic for the Future of the Education. European Distance and E-Learning Networking (EDEN). Madrid, 21-24 June 2021, 439–448. https://doi.org/10.38069/edenconf-2021-ac0043
• Roman, M., & Plopeanu, A.P. (2020). The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania. International Review of Economics Education, 37, 100218. https://doi.org/10.1016/j.iree.2021.100218
• Ropero-Padilla, C., Rodriguez-Arrastia, M., Martinez-Ortigosa, A., Salas-Medina, P., Ayora, A.F., & Roman, P. (2021). A gameful blended-learning experience in nursing: A qualitative focus group study. Nurse Education Today, 106, 105109. https://doi.org/10.1016/j.nedt.2021.105109
• Rucsanda, M.D., Belibou, A., & Cazan, A.M. (2021). Students’ Attitudes Toward Online Music Education During the COVID 19 Lockdown. Frontiers in Psychology, 12, 753785. https://doi.org/10.3389/fpsyg.2021.753785
• Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study, Computers & Education, 168, 104193. https://doi.org/10.1016/j.compedu.2021.104193
• Silva, V.G., & Souza R.M.S. (2016). E-learning, b-learning, m-learning and the technical and pedagogical aspects on the new platform trends as massive open online courses. Proceedings of the 9th annual International Conference of Education, Research and Innovation, ICERI2016, 14-16 November 2016. Seville: Spain, 5521–5529, doi:10.21125/iceri.2016.0239
• Ştefenel, D., & Neagoş, I. (2020). Measuring academic engagement among university students in Romania during COVID-19 pandemic. Thesis, 9(2), 3–29. Retrieved from https://hrcak.srce.hr/en/file/364873 (accessed 6 January 2022).
• Stevie, D. (2018). CLIL: What It Is, and Why Language Teachers Will Find It Delightful. Fluent U webpage. Retrieved from https://www.fluentu.com/blog/educator/what-is-clil/ (accessed 19 December 2021)
• Tang, T., Abuhmaid, A.M., Olaimat, M., Oudat, D.M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, Ahead-of-print, 1–12. https://doi.org/10.1080/10494820.2020.1817761
• Tomczyk, Ł. (2021). E-Learning in Poland: Challenges, Opportunities and Prospects for Remote Learning during the COVID-19 Pandemic. Higher Education in Russia and Beyond, 27(2), Spring 2021, 10–12.
• Trinkūniené, S., & Juškaite, L. (2021). COVID-19 and the digital transformation of education: the case of Latvia and Lithuania. Proceedings of the International Scientific Conference Society. Integration. Education, 5, May 28-29, 2021, 221–231. https://doi.org/10.17770/sie2021vol5.6429
• UNESCO. (2022a). CONFINTEA VII Marrakech Framework for Action Harnessing the transformational power of Adult Learning and Education. UNESCO Institute for Lifelong Learning, UIL/2022/ME/H/11. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000382306 (accessed 19 November 2022).
• UNESCO. (2022b). 5th global report on adult learning and education: citizenship education: empowering adults for change. UNESCO Institute for Lifelong Learning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000381666 (accessed 19 November 2022).
• Walliman, N. (2016). Social Research Methods. Los Angeles: SAGE.
• Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
• Zajdel, M., Michalcewicz-Kaniowska, M., Modrzyński, P., Komarnicka, A., & Modrzyńska, J. (2021). Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic – Evaluation in the Kuyavia-Pomerania Region in Poland. Sustainability, 13, 10373. https://doi.org/10.3390/su131810373

Identifiers

DOI

10.31261/IJREL.2022.8.2.03

Biblioteka Nauki

25777470