Transitioning an Adult-Serving University to a Blended Learning Model

Abstract

While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides insight into Brandman's implementation of blended learning across the institution to enhance effective learning on an accelerated schedule, apply sound assessment in a distributed system, and successfully integrate online tools into classes for adult learners. In addition, the article describes the university's planning, training, and implementation processes for transitioning to blended format. Finally, it identifies successes, challenges, and recommendations for others interested in adoption of blended delivery for adult learners.

Keywords:

• adult learning
• andragogy
• blended
• hybrid
• instructional design