Meeting the Heterogeneous Needs and Fostering Self-Regulated Learning Among Adult Learners in a Unique Blended Learning Program

This study examined how diverse backgrounds and learning needs influence self-regulated learning among adult learners enrolled in a blended learning master´s program tailored for international professionals. Many adult learners balance work, family, and studies, requiring flexible and adaptive educational models (Knowles et al., 2015). Student diversity is characterized by demographic, cognitive, professional, and institutional differences (Pilotto, 2021). The HEAD Wheel framework (Gaisch & Aichinger, 2016) identifies five diversity dimensions, underscoring the need to accommodate metacognitive, motivational, and social factors (Auferkorte-Michaelis & Linde, 2018). Blended learning combines e-learning and face-to-face instruction formats, offering flexibility while requiring strong self-regulated learning skills (Beyer, 2020). Self-regulated learning involves cognitive, metacognitive, and motivational components (Perels et al., 2020). While promoting autonomy, blended learning risks social isolation and requires structured guidance (Pilotto, 2021; Beyer, 2020). Effective design should include support mechanisms, peer interactions, and clear course structures. This study focuses on the following research questions: (1) How should blended learning programs be designed to meet the heterogeneous needs of culturally diverse adult students? (2) How can self-directed learning phases be structured to accommodate diverse learning paces, styles, and personal circumstances? A qualitative longitudinal study was conducted with 40 adult learners enrolled in an international part-time vocational master’s program. Data collection included four interview phases (T1-T4). A content analysis was performed following Mayring’s (2023) methodology to identify key themes. Transcriptions were systematically coded using MAXQDA software. Categories included self-regulated learning strategies, motivation, and time management. Three main themes emerged: (1) self-perception of learning, (2) impact of diversity, and (3) evaluation of blended learning structure- The results show that students initially struggled with online platforms and self-paced learning. Orientation sessions and synchronous learning opportunities were recommended. Over time, participants improved their self-regulation strategies but continued to face time management challenges. Cultural diversity enriched learning but introduced collaboration difficulties, especially across time zones. Structured peer learning opportunities were valuable, and synchronous interactions helped mitigate logistical challenges. Flexibility was widely appreciated, with recorded sessions facilitating access. However, students requested more synchronous engagement. Face-to-face contact phases were seen as essential for deeper learning and peer connections. Effective blended learning design must balance flexibility with structure. Structured orientation, increased synchronous engagement, and facilitated peer collaboration enhance learning outcomes. Self-paced learning modules should offer varied content formats, including videos, quizzes, and reading materials. Support mechanisms, such as regular Q&A sessions and peer discussions, enhance motivation. Personalized learning pathways improve engagement and adaptability. A balanced mix of online and face-to-face learning enhances success. Recommendations include structured orientation, flexible content access, increased synchronous engagement, and peer support mechanisms. Self-regulated learning skills should be explicitly fostered (Uemminghaus & Frey, 2021). This study underscores the importance of blended learning programs accommodating student diversity while fostering self-regulated learning. Challenges include time management and online collaboration, while cultural diversity enriches learning. By balancing flexibility and structured support, blended learning can effectively meet adult learners’ needs. Future research should refine strategies to optimize blended learning models in higher education. In conclusion, the findings emphasized the importance of flexible learning environments that respect diverse paces and cultural backgrounds while highlighting the role of self-regulation skills, peer support, and structured guidance in achieving learning success. Recommendations provided actionable insights for optimizing blended learning programs to meet adult learners’ unique needs and contribute to adaptive higher education models. Literature Auferkorte-Michaelis, N. & Linde, F. (2018). Diversität im Lehr-Lern-Geschehen [Diversity in Teaching and Learning Processes]. In Linde, F. & Auferkorte-Michaelis, N. (Hrsg.), Diversity Handbuch für Hoch- schulen: Diversität lehren und lernen [Diversity Handbook for Universities: Teaching and Learning Diversity] (S. 17–30). 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