Underpinning principles of adult learning in face to face (f2f) meetings employed by distanceteaching universities.

The study presented in this article explores the application of the principles of adult learning in the face to face (f2f) meetings organised within the context of blended learning courses. The study adopts a case study approach, employing qualitative data collection through semi-structured interviews with participants in four thematic units in two distance learning programmes: Greek Civilisation (undergraduate) and Education Studies (graduate) organised by the Open University of Cyprus and the Hellenic Open University. The research draws on andragogy and illustrates the experiences and perceptions of 16 adult learners and eight tutors with regard to: the design of the f2f meetings, the educational techniques and means used, the participation, and the perceived usefulness of such sessions. The article concludes by highlighting the limited use of the adult learning principles in designing and implementing f2f meetings during the distance learning programmes explored. Recommendations for the design of f2f sessions in consideration of adult learning are made. [ABSTRACT FROM AUTHOR]