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This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of interest to the needs of students. Qualitative data was collected through group interviews (n=12 groups) with stakeholders involved in AE. Professionals from five institutions, at the policy level (n=17) or programme level (n=20) were interviewed. Findings were discussed and agreed upon by the researchers to validate a quality framework for OBL in AE. At the level of the success factors, it is useful to underpin the adoption of OBL, to formulate a mission statement. The indicators can help set goals, identify resources and strategies and measure whether the provision aligns with adult students' needs. All success factors and indicators are linked to quality areas and dimensions most existing quality frames are built on. At this level the framework is useful to mainstream the quality of OBL into traditional frameworks.

Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers' perspective. What is important for the quality of OBL from the students' perspective has recently received increased attention in the literature. Consensus among stakeholders about students' quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students' needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met.