Validating an Instrument of Adult Learning Needs in Online and Blended Learning

Diep, Anh Nguyet; Dinh, Khuyen; Donneau, Anne-Françoise; Phan, Thanh Ngoc Phuong; Vo, Minh Hien; Cocquyt, Céline; De Greef, Maurice; Vanwing, Tom; Zhu, Chang

doi:10.34190/ejel.24.4.4684

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Validating an Instrument of Adult Learning Needs in Online and Blended Learning

Diep, Anh Nguyet; Dinh, Khuyen; Donneau, Anne-Françoise et al.

2026 • In Electronic Journal of e-Learning, 24 (4), p. 60-91

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https://hdl.handle.net/2268/347778

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10.34190/ejel.24.4.4684

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Keywords :

Adult learners, Learning needs, Socio-cognitive theories, Technology acceptance model, Motivational orientations

Abstract :

[en] It is a challenge to promptly respond to the learning needs of students, particularly adult learners characterized by rich lived-experiences, (sometimes) negative prior learning experience, multiple and contrasting motivation types alongside considerable socio-demographic heterogeneity. Furthermore, developing a typology of adults’ learning needs remains a challenging endeavour given the different perspectives in learning needs conceptualization and the different theories concerning adult learning in both traditional and online and blended learning (OBL). In particular, no validated instrument currently exists to identify and measure adult learners' needs in OBL contexts, representing a gap that needed to be addressed. This paper developed and validated an instrument to identify adults’ learning needs based on adult learning, self-regulated and motivational theories, and technological acceptance models. We deconstructed adults’ learning needs into three categories based on the existence, relatedness, and growth (ERG) theory of human needs. Data (N=209) were collected from adult learners following blended learning programs in eight centres of adult education in Flanders, Belgium. Confirmatory factor analysis (CFA) revealed that the instrument comprising of nine dimensions of learning needs displayed adequate model fit and factor loadings. Multivariate analysis of covariance (MANCOVA) highlighted that learners who differed in educational attainment, age, and ICT skills reported differences in their needs across the sub-dimensions. Motivational orientations, however, did not significantly differentiate learning needs at the multivariate level. The validated instrument, hence, offered practitioners a diagnostic tool for needs-based OBL design. Theoretically, the study challenged the assumption that motivational orientation alone predicted differentiated need profiles in OBL, opening new avenues for debate on the interplay between motivation, prior experience, and adult learning needs.

Disciplines :

Education & instruction

Author, co-author :

Diep, Anh Nguyet ; Université de Liège - ULiège > Santé publique : de la Biostatistique à la Promotion de la Santé

Dinh, Khuyen

Donneau, Anne-Françoise ; Université de Liège - ULiège > Département des sciences de la santé publique

Phan, Thanh Ngoc Phuong

Vo, Minh Hien

Cocquyt, Céline

De Greef, Maurice

Vanwing, Tom

Zhu, Chang

Language :

English

Title :

Validating an Instrument of Adult Learning Needs in Online and Blended Learning

Publication date :

31 July 2026

Journal title :

Electronic Journal of e-Learning

ISSN :

1479-4403

Publisher :

Academic Conferences and Publishing International Ltd

Volume :

Issue :

Pages :

60-91

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://academic-publishing.org/index.php/ejel/article/download/4684/2514

Available on ORBi :

since 07 August 2026

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