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Examining social inclusion and social capital among adult learners in blended and online learning environments
European Journal for Research on the Education and Learning of Adults Pub Date : 2017-01-27 , DOI: 10.3384/rela.2000-7426.rela9111
Céline Cocquyt , Nguyet A. Diep , Chang Zhu , Maurice De Greef , Tom Vanwing

New learning spaces and learning formats affected the learning and education of adults. In this respect, digitalisation is believed to reduce social exclusion. Moreover, adult education, social inclusion and social capital are positively related among adults. Therefore, this questionnaire study examines how adults who are engaged in online and blended learning perceived change in social inclusion and social capital. We conceptualised social inclusion as social participation and social connectedness, and social capital as bonding and bridging ties. In the case of blended adult learners, our results show positive perceptions of social inclusion and social capital. Those perceptions are less positive among the online adult learners. In both cases, non-natives experience a higher increase in social inclusion and social capital than natives. Hence, online and blended learning holds advantages for adults particularly non-natives: it enhances social inclusion and social capital. (DIPF/Orig.)

中文翻译:

在混合和在线学习环境中检查成人学习者的社会包容性和社会资本

新的学习空间和学习形式影响了成年人的学习和教育。在这方面,数字化被认为减少了社会排斥。此外,成人教育,社会包容性和社会资本与成年人之间呈正相关。因此,本问卷调查研究了从事在线和混合学习的成年人如何感知社会包容性和社会资本的变化。我们将社会包容性概念化为社会参与和社会联系,将社会资本化为纽带和桥梁。在混合成人学习者的情况下,我们的结果显示出对社会包容性和社会资本的积极认识。这些看法在在线成人学习者中不太积极。在这两种情况下,非本地人的社会包容性和社会资本增长都比本地人高。因此,在线学习和混合学习对于成年人尤其是非本地人而言具有优势:它可以增强社会包容性和社会资本。(DIPF /原件)
更新日期:2017-01-27
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