Designing for belonging: Supporting adult learners in hybrid and asynchronous courses
By
eSchool Media Contributors
Summary
This article explores how course design in hybrid and asynchronous learning environments can either support or undermine adult learners' sense of belonging. It emphasizes that adult learners often come to courses after demanding work, family, and caregiving responsibilities, and may carry self-doubt about their ability to succeed. The article argues that belonging practices should be embedded into the weekly routines of teaching, advising, and communication, rather than treated as one-time interventions. Practical design strategies include clear navigation, timely feedback, inclusive communication, and reducing cognitive load to help adult learners feel supported and capable.
Source
bskyDesigning for belonging: Supporting adult learners in hybrid and asynchronous coursesecampusnews.comKey quotes
· 5 pulledBy the time they open the learning management system, they may already be tired.
They may also be carrying the quiet question many students bring into college spaces: Can I really do this?
That is why course design matters.
The most powerful belonging practices are built into the weekly routines of teaching, advising, and communication with learners.
A confusing module, a vague assignment, or delayed feedback can unintentionally...
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