Summation of
Ongoing Research on Applying Distance Education in Adult Literacy Program
Eunice
N. Askov
Distance education is growing rapidly as a means of
delivering instruction primarily in higher education, with most institutions
using the Internet (TUS
Department of Education, 1999UTH). Distance
education offers access to students who may be fully employed during the day or
who are home-bound with small children or disabilities, or otherwise unable to
attend traditional classes. Can the distance education opportunities that
institutions of higher education are using also be undertaken by adult literacy
programs? Is distance education viable
for learners who are functioning below a high school level?
The growing popularity
of distance education raises the issue of what learning is. Burge HT (1988U)TH asserts that most
distance education courses are built on the transmission model since distance
education has its origins in correspondence study. With the advent of two-way
technologies, such as audio- and video-conferencing, a constructivist learning
environment became possible. Internet technology now makes possible learning in
a social environment since learners can be linked in a “virtual” classroom with
an instructor. The World Wide Web has opened up opportunities for social
learning leading to the development of higher order thinking and learning.
In the constructivist view learning
is socially constructed and situated in a specific context
(HTUBruner,
1990UTH). Learners
construct new knowledge and skills through interacting with others and the environment
and reflecting upon these experiences. Learning that closely resembles the real
world of the participants occurs as a social process involving others in
solving real-world problems (problem-based learning).
The paper reports on a segment of a larger
research project. The investigator was funded by the US Department of Education
to explore applications of online distance education in adult literacy
programs. She conducted extensive web searches and email correspondence
primarily in the
Methods
Data were
gathered from Australian adult literacy programs that are using online instruction
for distance education. The investigator used surveys, interviews, and email
correspondence as well as analysis of instructional web sites in data
collection.
Data
were gathered on federal efforts as well as state initiatives in four states. The
federal efforts were gleaned primarily from interviews with key informants and
policy review. The four states became case studies of implementation of online
distance education in adult literacy programs. Further descriptive analyses and
discussion are provided elsewhere (HTUAskov,
et al., 2003UTH). One state case study
is presented after a description of the federal efforts in online distance
education in adult basic education.
Results
Federal Efforts in Australia
The first goal of the Australian Flexible
Learning Framework calls for “creative, capable people.” The main strategy in attaining that goal is
professional development. As part of this strategy, several programs have been
established with federal funds: LearnScope, which supports practitioners in
developing the skills, knowledge, and attitudes required to apply new learning
technologies for flexible learning and delivery; Virtual Learning Community,
which encourages the continued development and integration of online learning
communities across the VET sector for professional development for flexible
learning; Flexible Learning Leaders, which provides professional development
for the high-skill end of the flexible learning continuum of practitioners; and
Flexways, which provides a Web-based resource to assist practitioners in
identifying their professional development needs in learning technologies and
flexible learning, developing a professional development plan, and accessing
nationally developed resources.
These federal programs provide professional
development not only for practitioners new to distance education, but also for
experienced educators so that they can become Flexible Learning Leaders and
mentors of others who are inexperienced. Teachers are urged to share what they
have learned through the Virtual Learning
Community program. Career
development is encouraged through support for Flexways.
The federal funds are also used to encourage
innovation in the LearnScope grants (learnscope.anta.gov.au) as a safe way to
learn how to apply distance education to the literacy programs. LearnScope now
has a strong presence throughout
Other goals related to distance education for
literacy programs concern the creation of a supportive technological
infrastructure and world-class online content development and support services.
Strategies include online national product development, evaluation, and further
implementation, as well as access to and equity in online learning especially
for targeted populations (Aboriginal and Torres Strait Islander learners,
learners with disabilities, and learners with low literacy levels).
The development of
toolboxes has also occurred with federal support. A toolbox is a collection of
online training materials comprising learning activities, resources, and user
guides to support delivery of competencies (including literacy) from endorsed
training packages. By sponsoring the development of 41 toolboxes, the
Australian Flexible Learning Framework has supported the implementation of 24
training packages and the development of 566 industry competencies. In
addition, six online product projects for equity groups have been developed. More
information is available at the toolbox Web site (HTUwww.flexiblelearning.net.au/toolbox/UTHU).U
The Australian government has also funded
research to increase the understanding of pedagogical, technical, and
managerial aspects of flexible learning, including online learning. Use of a
quality assurance framework including national protocols for nationally funded projects
is supported at the federal level to develop and implement online programs. Research
on distance education for literacy programs has received limited federal
support in the
The Flexible Learning Web site (the.flexiblelearning.net.au/accessequity/
content/research.asp) provides links to research concerning access
to and equity of literacy services. Research papers have been developed to
provide the theoretical background as well as report on a study conducted with
targeted online learners. The extensive report prepared as part of Strategy
2000 suggests that online learning alone would be inappropriate for the special
needs groups; these groups need human contact and support in their learning. These
learners also will learn best if instruction is tailored to their learning
styles and cultures rather than “one size fits all” online instruction. Guidelines
for managers and practitioners, for Web accessibility, and for course
development are also provided.
Perhaps most remarkable is not the amount of
federal money devoted to these efforts but the process of continually updating
annual strategic plans after evaluating and revising fundable activities.
State Efforts in Australia
As in the
The government of Western Australia (WA)
established WestOne Services (www.westone.wa.gov.au) with the mission of
enhancing adult and vocational education and training in this very large state.
WestOne occupies a large office building in
WestOne Online designs and delivers courses to
the TAFE institutes throughout the state. Its centralized approach to
development allows local input, as a TAFE institute can propose a course to be
developed to WestOne. Often, a local college instructor develops the content in
partnership with WestOne’s technical experts, and a quality assurance process
follows. The course then can be used—but not modified—by any TAFE institute in
the state. WestOne holds the copyright on the materials. Although WebCT is
frequently used, CD-ROMs and workbooks often supplement the online components.
One course entitled “Flying through the Web” is
currently available under the General Curriculum Options 3 (part of the
Certificates of General Education for Adults) that roughly corresponds to
mid-level literacy skills. This course was developed first as part of a series
of online literacy courses orienting mid-level literacy learners to Internet
use. The home page pictures an Australian barbecue; learners click on various
objects at the barbecue to take them into bulletin boards, e-mail, chat, and so
forth. The “guide” is a talking parrot who provides navigational assistance. The
next course, “
The Western Australian experience suggests that
course development occurs best in teams of practitioners and instructional
designers/computer specialists. Practitioners offer the content expertise, and
technology specialists have the expertise to design Web pages that are easy to
read and appealing to the target audience. Selecting instruction in the use of
the Web as the first course in a package makes sense to enable learners to
engage in literacy content instruction.
Conclusions from the Study of Australia
Because of
Most Australian states use the WebCT learning
management system for course development and delivery. Although a site license
for WebCT is expensive, it offers consistency to both teachers and learners. Its
communication tools (i.e., e-mail, threaded discussions on bulletin boards,
chat rooms) provide opportunities for students to construct their own knowledge
from the instructional materials presented on the Web and to learn by
interacting with others. Additional materials, such as workbooks and CD-ROMs,
can be easily integrated into the learning management system. Although the
instructional portions of the courses may follow a transmission model of
learning, the communication tools generally encourage teachers to follow
constructivist and social learning philosophical models.
Especially interesting are WebQuests,
instructional activities that teachers construct using existing Web sites. As
part of the WebCT learning management system, teachers usually create WebQuests
for face-to-face instruction and then may incorporate them in online courses. These
WebQuests are usually based on constructivist theory and problem-based learning.
Their purpose is to encourage students to use language and literacy skills to
solve real-world problems. As they do not require sophisticated programming
skills, WebQuests offer teachers opportunities to develop learner-centered and
relevant materials for their students. A similar tool would be very useful in
the
Teachers rather than literacy experts have taken
the lead in developing Web-based instruction in
This paper has tried to capture what is
happening currently in
References
Askov,
E.N.,
Back
Bruner, J. (1990). Acts
of meaning. Cambridge, MA: Harvard
University Press.
Back
Burge,
L. (1988). Beyond andragogy: Some explorations for distance learning design. Journal of Distance Education, 3(1), 5 – 23.
Back
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