The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education

Abstract

Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education inlife-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in distance lifelong learning programmes in the University of Patras’ Educational Center for Life-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants’ satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-Learning programmes that used active learning methods to achieve high learners’ satisfaction towards deep and meaningful learning.

Deep Meaningful Learning

“…Meaningful learning, according to Ausubel [12], should be the hallmark of formal higher education, which is achieved through sustained critical discourse. Meaningful learning construction is linked with teaching methods such as inquiry and problem solving resulting in the ability to identify and analyze the underlying structure and connect existing with new concepts [13,14]. Educators who intend to offer meaningful educational experiences to their students are invited to contemplate and design teaching and learning around the following attributes: active, constructive, intentional, authentic, cooperative, or relational [15,16].…”

“…DML frameworks conceptualize education quality as the cognitive, affective, and social skills activation [21,35]. DML success in physical and online contexts depends on every individual's idiosyncratic attributes in terms of personalities, abilities, perceptions, and goals [14]. Hence DML on scale requires adaptation and differentiation to accommodate personalized needs.…”

“…Education stakeholders need to orchestrate litanies of activities and experiences to foster deep learning approaches [36]. DML from the educator's angle is a tough challenge as it entails the expenditure of extra energy for sophisticated planning, patience, mindfulness, and diligence [14]. Information and communication technology could support DML when the latter is used for teaching and learning strategies such as knowledge synthesis, discussion, articulation, cooperation, and reflection [13,15,37].…”

“…This effect has been observed on a magnified scale in Massive Open Online Courses (MOOCs). Global enrollment in each MOOC rose to thousands and even hundreds of thousands but completion rates typically do not exceed ten percent [14,48].…”

“…DML proposes an outcome or competency-based design approach in e-learning [49]. Research in distance education connects DML with active learning, peer communication, and collaboration [50] as well as high levels of teaching and social presence [14,51]. Meaningful e-learning relies on the quality rather than the quantity of meaningful online interactions of learners with content, instructors, and peers [52].…”