Dr. Leslie Cordie
Dr. Leslie Cordie is a Professor of Adult Education within the Department of Educational Foundations, Leadership, and Technology at Auburn University, where she also serves as Affiliate Faculty with University Writing. She has over 30 years of experience across academic, corporate, government, and military sectors, Dr. Cordie specializes in adult learning theory, professional development, and the application of AI in workforce education.
Dr. Cordie’s interdisciplinary research and international collaborations span the globe - including the Caribbean, UK, Ireland, and Asia, focusing on instructional design and comparative adult education. She is a Fulbright Scholar and currently serves a Co-Coordinator for Research Network #3 with the ASEM LLL Hub, as the Bulletin Editor for PIMA, and is a visiting adjunct professor with ACE (Adult and Continuing Education) at the University of College Cork. ePortfolio aub.ie/lesliecordie LinkedIn lesliecordie
- Adult learning theory
- AI in workforce training and education
- Online and hybrid learning
- Professional and faculty development
CG7: Hybrid and Blended Learning in Adult Education: Policies, Programs, and the Professionalisation of Practice
Co-Moderator: Dr. Lisa Breitschwerdt
The rapid digitalisation of adult education and lifelong learning has necessitated a shift toward hybrid and blended learning settings that integrate digital media with face-to-face instruction (Breitschwerdt, 2025). This group explores how different international contexts shape, define and institutionalise these settings, moving beyond micro-level implementation to analyse broader program structures, policy frameworks and the requirements set for adult educators in planning and conducting such settings. Building on conceptual perspectives on hybridity following Nørgård (2021) and Goodyear et al. (2020), the group addresses the critical need for a theoretical understanding of designing digitalised, media-supported learning environments in adult education and lifelong learning at the meso- and macrolevels. We will discuss and interpret similarities and differences in international approaches to hybrid and blended learning, as well as the implications for educational planning and the role of adult educators.
Chen, Z., Cordie, L., Schröter, H., & Zeng, X. (Eds.) (in press). Navigating the AI frontier in adult education: International practices and perspectives from adult learning, training and higher education. Routledge.https://www.routledge.com/Navigating-the-AI-Frontier-in-Adult Education-International-Practices-and-Perspectives-from-Adult-Learning-Training-and-Higher Education/Chen-Cordie-Schroeter-Zeng/p/book/9781041107507
Cordie, L. (Ed.) (2025). Transition from Pedagogy to Andragogy: An international perspective. Emerald Publishing Limited. https://doi.org/10.1108/978-1-83708-520-020251001
He, Y., & Cordie, L. (2024). The influence of ChatGPT on student learning outcomes in higher education: A meta-analysis of the initial empirical literature. In X. Lin, S. Sharma, & K. Bista (Eds.), ChatGPT and global higher education (pp. 47–62). Star Scholar Press. https://doi.org/10.32674/rh27qv16
Cordie, L., *Zhang, Y., *He, Y., & *Haren Conely, L. M. (2024). Artificial intelligence and workforce development: Navigating the future. In K. Pushpanadham, N. Nordin, & H. Norman (Eds.), Generative artificial intelligence in higher education: A handbook for educational leaders (pp. 24–40). ASEM. https://www.researchgate.net/publication/387335205_Research_and_Innovation_in_Higher_Edu cation_Promises_of_Generative_Artificial_Intelligence_for_Sustainable_Development
Cordie, L. (2025). Fulbright and the Scholarship of Teaching and Learning: A reflection on cultural and professional experiences. Transformative Dialogues, 18(10), 305–313. https://journals.psu.edu/td/article/view/1854/1342
