The main objective of this dissertation is to examine, both theoretically and empirically, the specific requirements of a blended learning instructional model aimed at facilitating higher education adult-learners into online interaction. Three objectives were formulated: Objective 1: to investigate adult-learners’ perceived satisfaction in relation to blended learning and the factors that foster their interaction with the ‘added’ online mode; and a thorough understanding of adult-learners’ educational needs and learning characteristics derived from theory. Objective 2: to understand the factors of social presence and convergence, and how these can be ingrained into design principles that foster online interaction. Objective 3: to explore the specifics of an instructional model for the design of a blended learning environment for adult-learners in higher education, both theoretically and empirically, and how said principles can be actualised in a validated model.
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The European Manifesto for Inclusive Learning is an initiative of the University of Florence to promote adult education for migrants and refugees. The program seeks to provide “a concrete tool for adult educators to promote adult learning in their local context”. In order to achieve this goal, eight European Union partners in different EU countries collaborated intensively for 1 ½ year to exchange experiences, expand opportunities and to seek to promote a more coordinated and integrated approach. Each partner collected case studies of good practices using a common tool for collecting data. The results of the Dutch partner, The Hague University of Applied Sciences are presented here. Seven cases have been studied with very different, mainly informal ways of mutual learning in the Netherlands. First the Manifesto is described in more detail. This is followed by a sketch of refugee flows to the Netherlands and the Dutch asylum system. After these chapters, the different cases are presented, followed by a conclusion and recommendations based on the Dutch good practices.
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