Abstract Student engagement is a prerequisite for successful learning. Due to the tremendous change in the use of information and communication technologies, the nature of this engagement has had to adapt to fit a hybrid approach of teaching and learning. In this qualitative study, three focus group discussions were conducted that aimed to investigate adult learners’ perspectives on their engagement in a hybrid learning postgraduate programme. Deductive content analysis was done of the transcribed data using Pittaway’s Engagement Framework. Main findings were that adult learners’ computer literacy skills impacted on their own self-efficacy towards their ability to study and use technology. Lecturers’ social engagement, especially their support to students, was also highlighted. Other factors, such as Internet access and power failures, hampered adult learners’ access to online activities. An adapted engagement framework for adult learners is proposed and should be taken into account when developing new online programmes for adult learners.

中文翻译：

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成人学习者对参与混合学习研究生课程的看法

摘要 学生参与是成功学习的先决条件。由于信息和通信技术使用的巨大变化，这种参与的性质必须适应教学和学习的混合方法。在这项定性研究中，进行了三个焦点小组讨论，旨在调查成人学习者对他们参与混合学习研究生课程的看法。使用 Pittaway 的参与框架对转录的数据进行演绎内容分析。主要发现是，成人学习者的计算机素养技能影响了他们学习和使用技术能力的自我效能感。讲师的社会参与，特别是他们对学生的支持，也得到了强调。其他因素，例如 Internet 访问和电源故障，阻碍了成人学习者进行在线活动。为成人学习者提出了一个经过调整的参与框架，在为成人学习者开发新的在线课程时应将其考虑在内。