Review by: Schegg, Rene (2006-06-11)

The author presents in this article different strategies to support the learning process. The principles described by the author refer to the Carré and Pearn’s seven pillar model of self-learning. The strategies shall support the learning process in a blended learning programme for adults from different backgrounds who are interested in the use of ICT-Technologies for Education. The learning programme is part of a postgraduate diploma in educational and training technologies developed in Belgium called the “Diplôme d’Etudes Spécialisées en Technologie de l’Education et de la Formation (DES-TEF)”.

The presented case study wants to observe how far the seven pillars of Carré and Pearn’s model is useful, relevant, operational and transposable to design and regulate e-learning systems. The author presents a possibility to adapt theoretical principles and lessons learned from self-directed learning to a blended learning system for adults. The seven pillars the article refers to are as follows: a project-oriented pedagogy, a mechanism for introduction and pre-training, new roles for trainers, an open training resources environment and a triple level of follow-up.

The case study was initiated in order to better adapt the blended learning programme to the learners needs and to the instructors’ tasks. The author presents a description of the strategies while developing the programme. The programme must be compatible to individual variables of the learners such as learning styles and strategies. There is a need of a tutoring, where the tutor's role has to be clarified. Therefore, a tutors training is essential according to the author. The explosion of the learning needs is as important as the explosion of the resources. There is no guarantee of effectiveness by designing multimedia resources or using a distance-learning platform. The added value is closely connected to the support offered to the learner. The learning pace is another focus of the article. According to the Carré and Pearn’s model a binary rhythm of distance learning and face-to-face sessions is important. In the blended learning environment used within the DEF-TEF diploma course there are periods of individual work but also collective and collaborative activities. A learner’s evaluation confirms that these activities offer the opportunity to learn from each other. Concerning the learners’ follow-up the advantages of the possibility of collective debriefing and feedback sessions are presented. Furthermore the learners were invited to write accounts of their experience in a logbook that provides information at the individual level and the program level.

It can be summarized that the experiences and results of the study show that there is an importance of offering a flexible curriculum that matches the learners’ need and a necessity to provide pre-training to learners entering blended programmes. The model of Carré and Pearn seems to be useful for the preparation of distance and blended programmes.

There is a potential for further researches in the field of the specificities of an adult learning programme especially in the context of lifelong learning. The presented article underlines that a learner-centred perspective and the principles of socio-constructivism are good approaches in order to support the learning process. The framework presented in this article could be extended to other adult training programmes.