Digital Learning Effective among ABE Learners?
Submitted by Leecy on August 7, 2018 - 3:17pm
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The following study is a recent addition to our LINCS Resource Collection: Murphy, R., Bienkowski, M., Bhanot, R., Wang, S., Wetzel, T., House, A., Leones, T., Van Brunt, J. (2017).Evaluating Digital Learning for Adult Basic Literacy and Numeracy. Menlo Park, CA: SRI International.
Collection Abstract: "The purpose of this study was to investigate if digital learning technologies increase the capacity of adult basic education (ABE) programs by providing more efficient and effective leaning opportunities to better serve adult learner needs. Thirteen ABE sites were selected representing a range of program types, governance, and goals for the adult learners: public and county school districts, community colleges, and community-based organizations. Five digital literacy products representing a range of approaches to delivering web-based instruction aimed at improving math and literacy skills were selected for investigation. One-hundred and five instructors and 1,579 adult learners participated in the study."
Which of the following initial recommendations implied from the research for ABE Program Administrators and instructors do you consider the most difficult to follow in your program?
• Ensure that students spend sufficient time on the products and make adequate progress, commit to using the products as a regular part of core instruction (not as an add-on activity) and make use mandatory and consequential.• Support product use outside scheduled class time, help students take advantage of federal, state, and local programs providing low-cost devices and Internet access and make sure all students know how and where they can obtain devices and connectivity on and off site (e.g., public libraries, workplaces, and community resource centers). In addition, provide incentives for off-hour use.• Help ensure instructors’ commit to using the products, provide adequate time for training, planning, and piloting to ensure better integration of the products into the curriculum and the instructors’ own practices.• Prepare to offer students who are struggling with the transition to online learning additional monitoring and support, including a more gradual ramp-up time on the products and alternative instructional activities during the transition. Plan for the likelihood that some students will not want to make a transition to digital instruction.
If you took time to scan through this study, what other reactions did you have to its findings? Please share your experience using technology among adults in your basic literacy and numeracy work.
NOTE: I have just found a earlier discussion on this resource, posted by David Rosen in our LINCS Communities of Practice back in 2017. I appreciated the comment made there as well! Let's continue the dialogue! Leecy
Tags: digital literacy