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How can blended learning programs support metacognition of adults? The case of adult education in Flanders
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, CVO Antwerp, centre of adult education, Belgium ; , Vrije Universiteit Brussel, Belgium

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

European comparative research of adult competences makes clear that vast groups of Flemish adults lack indispensable problem-solving proficiency in technology-rich environments and are poorly equipped for the high-tech and fast changing 21st century. In the next four years, major Flemish universities and university colleges together with a number of leading centres for adult education will conduct research on how online and blended learning programs can be improved in adult education programs. One of the important foci of the Adult Learners Online Research has to be the focus on understanding, measuring, improving and fostering of metacognition and self-regulated learning of adult learners in Flanders in order to upgrade their problem-solving skills in technology-rich environments.

Citation

Van Laer, H. & DePryck, K. (2014). How can blended learning programs support metacognition of adults? The case of adult education in Flanders. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1966-1972). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

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