{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T14:31:32Z","timestamp":1753885892248,"version":"3.41.2"},"reference-count":0,"publisher":"Association for Computing Machinery (ACM)","issue":"9","license":[{"start":{"date-parts":[[2021,9,16]],"date-time":"2021-09-16T00:00:00Z","timestamp":1631750400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["eLearn"],"published-print":{"date-parts":[[2021,9,16]]},"abstract":"<jats:p>Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and\/or problems with technology. To address the challenges of a blended program, an expanded orientation, called \"onboarding,\" was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning<\/jats:p>","DOI":"10.1145\/3486955.3480946","type":"journal-article","created":{"date-parts":[[2021,9,20]],"date-time":"2021-09-20T18:57:41Z","timestamp":1632164261000},"update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study"],"prefix":"10.1145","volume":"2021","author":[{"given":"Anita","family":"Samuel","sequence":"first","affiliation":[{"name":"Uniformed Services University of the Health Sciences"}]},{"given":"Steven","family":"Durning","sequence":"additional","affiliation":[{"name":"Uniformed Services University of the Health Sciences"}]},{"given":"Holly","family":"Meyer","sequence":"additional","affiliation":[{"name":"Uniformed Services University of the Health Sciences"}]}],"member":"320","published-online":{"date-parts":[[2021,9,20]]},"container-title":["eLearn"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3486955.3480946","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"}],"deposited":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T20:18:47Z","timestamp":1750191527000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3486955.3480946"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,9,16]]},"references-count":0,"journal-issue":{"issue":"9","published-print":{"date-parts":[[2021,9,16]]}},"alternative-id":["10.1145\/3486955.3480946"],"URL":"https:\/\/doi.org\/10.1145\/3486955.3480946","relation":{},"ISSN":["1535-394X"],"issn-type":[{"type":"electronic","value":"1535-394X"}],"subject":[],"published":{"date-parts":[[2021,9,16]]},"assertion":[{"value":"2021-09-20","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"3486955.3480946"}}