The present study employed the Existence, Relatedness, and Growth theory [1] to capture adult learners’ needs in a blended learning environment. Interviews were conducted to understand factors perceived as learning needs by adult learners. The findings revealed that adult learners emphasized the importance of clear objectives and expectations and technical support as to physical conditions. Regarding interpersonal needs, adult learners viewed peer interactions as sources of social support and favored individual learning approaches. As for
personal growth needs, feedback from instructors were mentioned as being more important than peers’. Additionally, strict deadlines and relevant learning content were appreciated to overcome procrastination, enhance learning motivation, and foster professional growth. Thus, implications for pedagogical practices and future research are discussed.

Published in: Canada International Conference on Education, 2018

• Date of Conference: 25-28 June, 2018
• DOI: 10.2053/CICE.2018.0063
• Electronic ISBN: 978-1-908320-90-2
• Conference Location: University of Toronto Mississauga, Canada