A REVIEW OF BLENDED LEARNING AND ANDRAGOGY 1

A Review of Blended Learning and Andragogy

Priya A. Rane
Lamar University
EDLD 5305: Disruptive Innovation in Technology
Dr. Dwayne Harapnuik
February 26, 2023
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Literature Review

Introduction

America is in crisis. Employers say paradoxically they cannot find the right people to fill

jobs even though the country is facing its highest unemployment rates in a generation

(Christensen et al., 2011). There is an urgency in the United States to do a better job of educating

its citizens. The pressure is on to enhance education and policy-makers, educators, parents, and

students are adapting to the changes that continue with no end in sight. Blended learning is

sometimes portrayed by some as just another solution that forces educators to learn new terms

and rules but when implemented with proper understanding and planning, and supported with

fidelity, blended learning can be an optimal way for students of all ages to learn successfully.

This literature review examines how a blended learning environment can result in effective

communication and intentional collaboration amongst adult learners through the implementation

of adult social-emotional learning, and it highlights the importance of culture and leadership in a

workplace.

Disruptive Innovation

Even though it sounds like an oxymoron, disruptive innovation is actually the process by

which a sector that has previously served only a limited few because its products and services

were complicated, expensive, and inaccessible, is transformed into one whose products and

services are simple, affordable, and convenient and serves many no matter their wealth or

expertise (Christensen et al., 2011). Blended learning is an example of disruptive innovation

because it provides an alternative to traditional education for a variety of learners in and out of

the classroom. Although disruptive innovation may not sound, on first hearing, like something

educators would want to embrace, it offers many benefits (Horn and Staker 2015). A disruptive
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innovation like blended learning transforms the teaching and learning process so that the learner

embraces ownership, engages in critical thinking and collaboration and communicates through

different modes. Disruptive innovations compete according to a new definition of performance.

That means they define quality completely differently from how the incumbent system does

(Horn and Staker 2015). If planned and executed with accountability, a blended learning

platform can revolutionize the way learners absorb, process, analyze and share information.

Blended Learning (BL)

Blended learning is critically different from—but easily confused with— the much

broader trend of equipping classrooms with devices and software (Horn and Staker 2015). The

biggest misconception around blended learning leads to an educator or facilitator intertwining

technology and digital resources with traditional learning methods. This usually results in what is

still a teacher-centered learning environment and does not generate the multitude of benefits that

blended learning offers. While the definition is straightforward, in practice BL takes many forms

with differences in time dedicated to each modality, expectations of face-to-face or online

interaction, and other variables depending on the organization, learning outcomes, and learners

(McKenna et al., 2020). The blessing of blended learning is also a curse and the ambiguity

should be seen as an opportunity for flexibility and individuality. Currently, BL is a prevalent

delivery method within workplace settings, which implies that BL is a continuing trend in

workplace-learning settings, rather than a passing fad (Bin Mubayrik, 2018). The word blended

by itself means mixture so there is never a time when a learning or working environment is

expected to use only technology or only physical resources to access and gain knowledge.

Blended learning in technology-rich classrooms does not rule out face-to-face communication,

use of pencil and paper, or other more conventional means of communicating (Johler, 2022).
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Disruptive Innovation and Blended Learning

Blended learning in an adult working environment is a relatively modern concept.

However, there are many studies on blended learning and adult learning separately and the

blended learning design can be transferred into an adult workplace with ease after proper

planning. Most organizations and trainees perceive BL to be faster and more effective, low-cost,

flexible, and scalable for workplace training. Therefore, organizations and trainees support the

use of BL learning (Bin Mubayrik, 2018). Learners have control over pace, choice in how their

work is completed, and the flexibility to use many different digital tools. The idea that learners

are given so much freedom may seem like a bad idea but that freedom is precisely what

motivates students to remain committed. An important part of student-centered learning is that

students develop a sense of agency and ownership for their progress and a subsequent ability to

guide their learning (Horn and Staker 2015). This ownership does not magically show up but

slowly develops over time as learners take the time to analyze and reflect on what works for

them and what doesn’t.

Blended Learning and Communication

Communication and collaboration are some of the so-called 21st century competencies

(Johler, 2022). A concern that many people have is whether communication and collaboration

online are as effective and meaningful as what takes place face to face. Let’s think about what

actually happens face to face in an adult working environment. Individuals arrive to work

(physically or virtually) carrying their own ideas, feelings and experiences each day. Rarely does

each person have the capacity to share their ideas, feelings and experiences with another

individual whom they share close proximity with for a variety of reasons. Most 21st century

adults are preoccupied with their own goals, challenges and personal life and while at work,
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engulf themselves in the task in front of them which in most cases requires a computer, phone or

other electronic device. If most people are spending the majority of their time in front of a screen

anyways, why not take advantage of that time and incorporate some professional development?

[Professional development in this context is not referring to conventional workshops that

educators are required to participate in at various frequencies but more to the general idea of

discussing and learning new ideas for personal and professional growth.] Blended learning

promotes both physical and digital interactions and helps to build a climate that encourages

familiarity with multiple modes of communication. The e-learning environment requires higher

levels of digital literacy from the instructor and participant, such as the ability to switch between

forms of media and work with a range of communication tools (Baehr, 2012).

Blended Learning and Collaboration

People assume that facilitating learning for adults is easier than facilitating learning for

children but studies show that similar challenges exist in both conditions. Facilitators should not

make any assumptions about what an adult learner may or may not know. Engaging with adult

learners to understand their strengths, needs and goals will help in creating the most

advantageous working environment. Online training is often highly collaborative, in which

participants socially construct and share knowledge, while switching between a range of media

forms as tasks and expertise permit. At first glance, this type of collaboration presents many

challenges to participants and instructors; however, it also affords one very important advantage:

knowledge activation (Baehr, 2012). Most people are not used to regular practice of critical

thinking, reflection and providing honest feedback. The more adult learners and facilitators

invest in the ongoing process of blended learning, the more each participant will get to know

each other, themselves and the content. Teachers found that digital technologies did not only
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increase the amount of collaboration but also streamlined the process through the ease of sharing

and finding different ways to work and present results (Johler, 2022).

Blended Learning and Curriculum Design

If the different components of blended learning are not thoroughly studied by the

facilitator and instructional designer, blended learning will just end up being regular learning

with additional screens. The process of creating blended learning opportunities presents the

institution with the chance to shift the frame of reference from individual faculty creating

individual courses to the institution embarking on the execution of a learning strategy that

expands well beyond individual courses (Vanderlinden, 2014). Imagine if blended learning was

piloted with a department of sixty people for a period of six months. Assuming that this initiative

is successful, blended learning could then be implemented with a larger group of people whose

learning experience will be greatly enhanced and positively impacted. It is crucial to understand

what motivates and facilitates adult learners to fully engage in the collaborative learning process

and their self-directed learning while minimizing those technological barriers that may interfere

with their online participation (Diep et al., 2019). Understanding individuals’ motivation requires

engaging with them repetitively in different ways without it turning into a negative situation. The

thoughtful process of designing face-to-face and online activities will ensure that the activities in

both mediums support one another rather than overlap (Mirriahi et al., 2015).

The Future of Blended Learning

Presently, there is a huge gap between the work that district administrators in public

education complete and the effects of that work on the students in the district. There is a lack of

communication and collaboration between departments, very little urgency towards

accomplishing the outcome goals which will help determine whether any progress has been
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made, and a complacency that enables individuals to not take their responsibilities seriously

every day. Since the BL approach improves the quality of the learning experience, contributes to

a better transfer of knowledge, promotes collaboration and interaction, results in cost reduction,

and offers new strategic directions in the organization, it is predicted to become a popular and

dominant delivery mode in the future (Bin Mubayrik, 2018). If leaders are trained through

blended learning and if communication and collaboration are initiated through a blended

platform, district teams will have the capacity to truly focus on the goals and plans that they

make. Rather than allow the learning environment to come together inadvertently and respond

reactively to the learning dynamics that arise or look to the latest teaching trend or hottest

activity of the day to spice up student’s experience, I suggest that we purposefully build our

courses and programs as significant learning environments that inspire, foster and facilitate

deeper learning (Harapnuik et al., 2018). Adults who are better equipped and prepared will not

only be more motivated to continue their work but create work that will yield genuine results for

children.

Andragogy

It is important to note that learning can and does take place directly and indirectly all the

time for everyone. However, the key difference in the learning process for adults compared to

that of children is that adults (with the exception of any disabilities) are more developed

physically, physiologically, mentally and in many other ways. Any group of adults will be more

heterogeneous in terms of background, learning style, motivation, needs, interests, and goals than

is true of a group of youths. Hence, greater emphasis in adult education is placed on

individualization of teaching and learning strategies (Knowles et al., 2015). Just like in a

classroom of children, a strategy that works for one adult (or one group of adults) may not work
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for another. Differentiation is a must in blended learning as well to meet the needs of every

learner. In the context of adult education recent studies show that social inclusion, and

participation is highly important especially for blended learning environments (Ilgaz, 2019).

Humans are drawn to connection naturally whether we agree or not and the more we can interact

and connect with people, the easier our knowledge transfer will be. Working on an assignment

alone with no feedback or moral support from others is seldom anyone's first choice. Even

though it may be uncomfortable to ask for suggestions or to provide critiques at first, once the

norms have been established, a dialogue of growth oriented comments is extremely helpful.

Adult Learning and Blended Learning

Most adults have a myriad of responsibilities and priorities outside of work so finding the

most efficient way to share (new) knowledge, collaborate on shared learning and create a culture

of respect and communication is of utmost importance. Blended learning is a method that allows

adults to be self-directed in their learning, and it enables adults to tailor the learning to their prior

experiences and real-world problems (Knowles et al., 2015). Adults desire autonomy in what and

how they wish to learn, thereby requiring the flexibility that BL can provide (McKenna et al.,

2020). The technology used for online learning must shift content and instruction to the control

of the student in at least some way for it to qualify as blended learning from the student’s

perspective, rather than just the use of digital tools from the classroom teacher’s perspective

(Horn and Staker 2015). Identifying and fulfilling adult learners’ needs is critical to instructional

designs aimed at enhancing their achievement and self-empowerment (Diep et al., 2019).

Social-Emotional Learning (SEL)

Social and emotional learning (SEL) is the process through which children and adults

acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and
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manage emotions, set and achieve positive goals, feel and show empathy for others, establish and

maintain positive relationships, and make responsible decisions (SEL 3 Signature Practices

Playbook - Casel Schoolguide, n.d.). SEL has existed for many years without it being called SEL

but many educators today feel that they do not have the time to follow a curriculum made to

address the mental health needs of our learners. Some educators feel it is not their job to teach

students social skills but now more than ever, children and adults need the extra support in

making sense of how they feel and why they feel that way. As humans, it’s very easy to enter

and stay in a negative mental space because there are and always will be problems that come and

go.

Social-emotional learning, like all learning, requires risk-taking. It requires us to be willing to

make ourselves vulnerable (Harrison Berg & Association for Supervision & Curriculum

Development, 2018). Why do we need to be vulnerable with our colleagues? Because even if we

are not attached to the outcomes of our work, we need connection, collaboration and

communication to efficiently complete our work in the first place. Those who complete their

work without any dialogue with colleagues are usually not 100% satisfied with their work

(excluding tasks that are specifically designed to be done individually).

Blended Learning and Adult SEL

Knowing that it is crucial to engage adult learners in conversations about empathy,

respect and other shared values is the first step in altering the culture and climate of a workplace.

A blended learning model can help to disseminate information on SEL practices, provide

departmental engagement opportunities, and increase dialogue and collaboration amongst and

within teams. Creating and sustaining consistent practices helps create the climate and culture

that’s vital for optimal learning and working conditions (SEL 3 Signature Practices Playbook -
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Casel Schoolguide, n.d.). Acquiring these results would be incredible and it’s exciting to know

that encouraging social-emotional awareness and principles will also result in increased work

output. The urgency of the task or topic can trick us into thinking that we don’t have time for

SEL practices, but creating the conditions for the group to do its best work actually results in

more effective learning and collaboration (SEL 3 Signature Practices Playbook - Casel

Schoolguide, n.d.).

The Culture of a Working/Learning Environment

If a learner is put in an environment where they do not feel valued or where they feel like

they are not growing personally and especially professionally, that person will not be inclined to

stay in that environment. Each interaction with a colleague is an opportunity to strengthen

mutual respect and personal regard, to build confidence in each other as allies, and to create the

sense of psychological safety they need to engage in adult learning (Harrison Berg & Association

for Supervision & Curriculum Development, 2018). It’s important to establish shared values,

initiate and sustain conversations that help each participant learn more about each other and the

work. Today’s adults are guarded and lead pretty private lives (for a multitude of reasons) but for

authentic collaboration and communication to take place, each learner should gradually learn to

share what they are comfortable with so that connections can be made for the betterment of the

work. Culture is especially useful—or toxic—in blended programs because blended learning

goes hand in hand with giving students more control and flexibility (Horn and Staker 2015).

Discussing culture and climate with supervisors is not an easy task. Addressing whether the

current culture and climate of a workplace is conducive to success can be done but must be done

in a mindful and skillful way. It’s easy for something that can and should be helpful to turn into

something harmful very quickly. The power of culture is that as members of an organization
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reach a shared paradigm about how to work together to be successful, ultimately they don’t have

to stop to ask each other what to do (Horn and Staker 2015). There will be many obstacles in

figuring out how to work together to be successful and it will most likely get harder before

reaching any real answers. This is where social-emotional learning can legitimately show its

impact.

The Role of Leaders

After all the brainstorming and designing that goes into creating an education innovation

are over, execution still matters most. And when the culture isn’t right or is uneven, the

execution can fall apart (Horn and Staker 2015). Culture plays a vital role in whether each

individual and each team remains motivated and diligent in their work. The culture of a

workplace will not be perfect every day but if leaders consistently check in with their team,

create and maintain a safe place to work, and self-reflect on a regular basis, the chances of

success are much more likely. Once a culture has been shown to work, write it down and talk

about it as often as possible. But merely writing and talking about the culture is not enough.

Leaders must make decisions that are entirely aligned to it (Horn and Staker 2015). Consistency,

deliberate action, and follow through are key components to success in any workplace. That does

not mean that all of the responsibility of success should sit on one person but those in a position

of power do have more ability and more of an obligation to keep the mission, vision and purpose

in mind at all times.

Conclusion

There are many options within the realm of online learning but blended learning can and

should be utilized with adult learners to address workplace culture deficiencies and to increase

collaboration and communication through social-emotional learning. Blended learning provides

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the flexibility that adult learners depend on and has the ability to reconstruct the learning

experience to benefit the learner, the workplace and the work. The diversity of blended learning

can help to lay the foundation for a safe work environment through adult SEL. Just as technology

enables mass customization in so many sectors to meet the diverse needs of so many people,

online learning can allow students to learn any time, in any place, on any path, and at any pace at

scale (Horn and Staker 2015). Let’s not resist technology. Let’s embrace it and change our world

for the better.

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