E-learning for adult literacy, language and numeracy: summary of findings

1. Introduction

1.1. The research

Our aims in conducting the research documented in this report were twofold.¹ First, we wanted to gain greater understanding of the potential of e-learning for adult literacy, language and numeracy (LLN) learning. Second, we wanted to investigate how e-learning can be employed as a means of reaching greater numbers of adult learners and better meeting their learning needs.

Our overarching research question was:

What characteristics of programmes, such as e-learning, mixed mode, and distance learning, have been successful in raising the literacy, language and numeracy skills of adult learners and could be used to supplement workplace training?

As becomes apparent in this report, a lack of literacy skills can restrict adults’ ability to engage in e-learning. More traditional pedagogical means of developing basic literacy are therefore often necessary. However, even here, e-learning can play a role (National Center for the Study of Adult Learning and Literacy, cited in Litster, 2007, p. 17).

The extensive training for all adults who need help with their LLN learning is, however, extremely challenging for the tertiary education sector in many countries. Countries are therefore considering e-learning as an additional mode of delivery. As this report highlights, only a few tertiary education organisations or workplaces in New Zealand have fully developed e-learning programmes for adults. However, many more providers intend to use e-learning in their programmes. We also found examples of existing programmes that are harnessing the potential of e-learning to engage learners and assist their progress.

In an effort to bring some remedy to this piecemeal situation, the government has created a national infrastructure directed at adults with LLN learning needs. The intention behind the framework is to provide the diverse parts of the adult learning sector with a common language for identifying, teaching and assessing LLN skills. This process would not only bring the different parties together but would also provide opportunities to create shared resources, such as an online assessment tool and an adult literacy and numeracy programme.

The same initiative involves supporting tertiary organisations to embed teaching of LLN within vocational qualifications. Although the Industry Training Federation (2009), amongst other organisations, notes that making literacy and numeracy part of educational programmes and work-based training is an effective strategy, it recognises that “the ‘mechanics’ of embedding literacy and numeracy are challenging” (p. 9).

Previous research emphasises that these challenges can be met and that adults do acquire LLN skills when well-prepared tutors use deliberate teaching strategies. E-learning offers a way to structure and support learning. Tasks can be made relevant to everyday life and within workplaces, where the need to have sound information literacy and numeracy skills is becoming more and more important.

Many adults with LLN needs are working and are not able to attend courses. Many such adults do not recognise their own need for this support or they feel too ashamed to seek help. E-learning, particularly when blended with face-to-face support, has the potential to offer these people more flexible and independent learning opportunities. Learners can learn in ways that fit their individual learning needs and life circumstances.

Our research included five major activities:

• An extensive international literature review;
  
• Online seminars involving international experts;
  
• Over 30 stakeholder interviews;
  
• Case studies;
  
• A synthesis of the research. 

This report summarises the findings from this research and provides recommendations to inform practice in New Zealand. Our full literature review, accompanying reference lists, and account of our case study are available online.

The bulk of this summary report comprises the 10 main findings that emerged from all components of our research work. Each finding is accompanied by recommendations for tutors and those who support them. The report concludes with brief summative statements and recommendations for agencies involved in adult learning at regional and national levels.

However, before presenting our findings, we provide a brief overview of our understanding of the term “e-learning”.

1.2. E-learning

In this report, we define e-learning as learning that is facilitated through the use of digital technologies. Standalone computers and all they offer, such as internet access, are probably the most prominent of these technologies, but they also encompass hand-held data storage and transmittal devices.

Because of the rapid and ongoing development of digital technologies, the field of e-learning is a developing one. Within e-learning contexts, tutors, learners and those who support them are the people who typically use these technologies. In general, the parties involved in learning create and recreate, whether individually, in groups or across society, e-learning applications and resources, as they gain a greater understanding and appreciation of what these tools offer as teaching and learning aids.

Tertiary e-learning programmes often blend in use of digital technologies so that learning can take place both with and without the presence of the tutor. Blended application of digital technologies can also be designed to fit in with learners’ workplace and home-based experiences and activities. For example, distance learning in New Zealand workplaces commonly requires learners to make their way through workbooks, and that approach is supplemented with periodic visits by assessors. However, this mode of workplace learning can be usefully extended through e-learning. Directed use of web-based resources at home with support of whānau (immediate and extended family) is another example of extending workplace learning to home.

Footnote

1. The research was conducted by members of the University of Canterbury E-Learning Lab, and the project was funded by the New Zealand Ministry of Education.