A Narrative Study on Adult Learners' Class Experience Applying Blended Learning-Based Innovative Teaching Method

Abstract

The purpose of this study was to analyze the educational experiences of adult learners who participated in the blended learning-based innovative teaching method application class from a narrative perspective and derive meaningful implications for adult-friendly education. This study conducted in-depth interviews with 5 participants in the blended learning-based innovative teaching class among adult learners at C University, and analyzed the educational experiences of adult learners in blended learning-based innovative class by applying narrative inquiry. As a result of the analysis, adult learners who participated in the blended learning-based innovative class felt fresh about the instructor's new teaching method, and grew through the experience of acknowledging each other's differences and expanding communication and cooperation. Regarding participation in online classes, participants overcame the fear of online learning through the consideration of the instructor and keep up learning. In addition, while experiencing practical-oriented living education both online and offline, meaningful changes and growth were experienced. These results suggest that education for adult learners requires various types of instructional design and application in a direction that considers individual differences but can continue without giving up learning. Based on these results, implications for the direction of adult-friendly education were derived.