Abstract:
In a 21st century digital era, adult learners are mostly acquainted
with blended learning and hybrid learning that refer to the
incorporation of varying proportions of online- or E-learning
as part of educational institutions’ pedagogy. Globally, the
relevance of online learning has increased over time due to
rapid developments in technology, and a wider availability of
technological devices to individuals across a broader socio economic spectrum. An entire transition to online learning, for
whatever reason, may however be rather daunting, particularly
when learners’ expectations were framed in terms of formal
contact sessions and shared classroom experiences. It is expected
that online learning is bound to become the “new normal”
because adult learners find it increasingly difficult to commit
to, and devote their attention to study commitments. Online
learning is associated with benefits such as independent life-long
learning that is highly advantageous in terms of progression
in the working environment, as well as the development of
confidence and leadership skills. While learner engagement
is an important prerequisite for online learners to manage
their workload and to succeed, instructor engagement is as
important to facilitate instructor-learner interaction, as well
as learner-learner interaction. Online programmes include
various opportunities for engagement through synchronous and
asynchronous online sessions where ample opportunity exists
for peers to share and co-create experiences, to network and to
expand their views.
