Hybrid learning for disadvantaged adults

In 2021, the second year of the pandemic, we applied for this project as we were just beginning to return to our classrooms. The pandemic had fundamentally altered our approach to education, making it clear that a return to exclusively face-to-face classes would not be feasible. We were compelled to adapt to a hybrid learning format. Hybrid learning is understood as an educational model where some students participate in-person, while others join virtually. This transition presented a significant challenge for most teachers and adult educators worldwide as they navigated the shift to online learning. However, it soon became evident that, despite the possibility of conducting sessions offline, there remained a persistent risk that some participants could not attend due to illness, geographical barriers, or other factors. Consequently, it was imperative to devise effective hybrid learning strategies, particularly challenging when working with disadvantaged learners. Our goal was to enable not just the passive participation of online attendees in face-to-face sessions but to ensure their active engagement and inclusion, fostering a sense of belonging within the group and promoting effective learning.

The partnership sought successful hybrid learning solutions to aid disadvantaged adults, promote inclusion, and enhance the quality and availability of learning opportunities. During the project's preparation, we realized the permanent impact of the pandemic on education; hybrid learning had to be accessible to everyone, regardless of their location or special needs. We believed that enhancing the competencies of adult educators would lead to improved learning outcomes for learners. The project aimed to develop supportive materials for organizing hybrid learning for disadvantaged adults, ensuring more inclusive and equitable adult education in the participating regions. We specifically focused on individuals with intellectual disabilities, immigrants, and learners in rural areas, reflecting the demographics of our target groups. Through local and international partnerships, our plan included developing a toolkit of methods and tools to aid learners in hybrid environments, alongside with a training program and an e-learning self-study course for adult educators.

Main Project Activities: 1. Online Kick-Off Meetings (December 17, 2021, and October 5, 2022): Project participants were introduced to each other, shared best practices and challenges in hybrid learning, and compiled the project dissemination plan by Tarsus Ilce Milli Egitim Mudurlugu. 2. Learning Program in Estonia (January 31 - February 4, 2022): Featured training on hybrid learning by Veronika Tuul, testing of methods and tools for hybrid learning, and development of a toolkit for adult educators. Half of the participants joined online. 3. Technical Solution Development for the Hybrid Learning Toolkit by Agenzija Sapport, Malta. 4. Learning Program in Malta (May 30 - June 3, 2022): Involved testing hybrid learning methods with Agenzija Sapport's clients, refining the Hybrid Toolkit, and developing a training program for adult educators, including two training sessions on hybrid learning. 5. Testing the Hybrid Learning Toolkit and resolving technical issues. 6. Development of a Training Program on Hybrid Learning under the leadership of Vestifex Adult Learning Centre. 7. Local Testing of the Training Program in each partner institution, with feedback collection and program adjustments. 8. Technical Solution Development for the E-Learning Course by Vestifex Adult Learning Centre. 9. Learning Program in Spain (November 14-18, 2022): Included sharing best practices, testing hybrid learning tools, analyzing Toolkit and training program testing results, presenting the e-learning course design and planning its content. 10. E-Learning course content preparation, incorporating partner organizations' examples and best practices. 11. Final Transnational Project Meeting in Tarsus, Turkey (June 12-15, 2023): Finalization of project outputs and preparation for the project multiplying event. 12. Project Multiplying Event in Tarsus, Turkey (June 14, 2023): Participants engaged in hybrid workshops and interactive sessions with international teams. 13. E-Learning Course editing, feedback analysis, and course adjustments. 14. Dissemination of project activities and results: through hybrid learning sessions, conferences, fairs, articles in local magazines, visibility products, and social media. 15. Project evaluation and reporting: assessing project outcomes and final report submission. Throughout the project, a series of strategic activities were undertaken to enhance hybrid learning for disadvantaged adults. From initiating online kick-off meetings to the development and testing of a Hybrid Learning Toolkit and an e-learning course, the project aimed at improving the inclusivity and effectiveness of adult education. Key milestones included comprehensive learning programs in Estonia, Malta, and Spain, focused on practical training, toolkit refinement, and best practice sharing. The successful execution of the training programs and the e-learning course, coupled with the project's dissemination and evaluation efforts, contribute to the project's commitment to facilitating accessible and high-quality learning opportunities. We believe that through collaboration, innovation, and dedicated effort, the project not only achieved its goals but also set a precedent for future initiatives in hybrid learning.

The project outputs: 1. Hybrid Learning Toolkit: Accessible at https://hybridlearningtoolkit.com/, this comprehensive resource is designed for educators. 2. Training Programme for Adult Educators: A curriculum aimed at enhancing the skills of educators for working in hybrid learning environments. 3. E-Learning Course for Adult Educators: Available at https://www.hybridlearningforadults.com/, this course supports self-paced learning for educators. These three intellectual outputs are interconnected, forming a comprehensive suite of resources for educators. They aim to enhance the learning experiences of disadvantaged adults through hybrid methods. Grounded in andragogy, self-directed learning, and transformative learning theories, our methodology ensures these outputs are adaptable for vocational, general, and higher education settings with minor adjustments. Project Results: 1. Over 40 project participants - adult educators have acquired skills in hybrid teaching formats. 2. The Toolkit currently boasts 92 tools and methods, contributed by 20 educators. 3. A total of 53 educator mobilities were carried out in person, with an additional 36 educators participating in project activities online. 4. At least 30 adult educators engaged with the self-study e-learning course, enhancing their competence in hybrid learning for disadvantaged adults. 5. 120 educators participated in the hybrid learning training programme, further developing their expertise. 6. The project engaged more than 240 learners in testing the methods and tools developed. 7. At least 20 dissemination events were held across all partner countries, reaching over 1000 participants. 8. The multiplying event in Türkiye attracted more than 100 participants, both in-person and online. In conclusion, the project has developed and disseminated a set of resources tailored for educators to enhance the hybrid learning experience for disadvantaged adults. The tangible outcomes, including a toolkit, a training programme, and an e-learning course, demonstrate the project's commitment to improving educational accessibility and effectiveness. These resources underscore the project's impact on both educators and learners, fostering an inclusive and adaptable learning environment.