Blended Learning For Low-Skilled Learners?

Abstract

The long-known "education gap" is widening into digital discrimination: Income and previous education determine who can participate in blended learning. A number of empirical studies (especially the Continuing Education Reporting System and the so-called Munich Study) show who is self-directed in learning with media. In contrast, evaluation results of a funding project are presented. They show the range and limits of e-learning components in learning scenarios for low-skilled learners.