On Their Own: Adult Learners and Online Learning

1. On Their Own: Adult Learners and Online Learning Heidi Silver-Pacuilla American Institutes for Research

2. Investigating the language and literacy skills required for independent online learning Published at www.nifl.gov National Institute for Literacy

3. Background In a time of growing use and access of computers and the Internet, NIFL commissioned this review to: Investigate the threshold levels of literacy and language proficiency necessary for adult learners (ABE and ESOL) to use the Internet for independent learning.

4. Methodology The methodology proposed a panorama overlook at the interaction of language and literacy proficiency levels and online learning that triangulated from multiple sources: • large scale surveys (NAAL, LSAL, international surveys); • research on use of online resources to supplement instruction; • experts in the field with experience creating online learning portals for this population; and • practitioners through the NIFL Technology Listserv.

5. Key Definitions • Online: activities for which web-based content and Internet connection and interactivity are integral to the experience for at least a portion of the engaged time

6. Key Definitions • Online: activities for which web-based content and Internet connection and interactivity are integral to the experience for at least a portion of the engaged time • Independent: activities that are engaged in by users outside of class time, including supplemental activities…; not necessarily alone

7. Key Definitions • Online: activities for which web-based content and Internet connection and interactivity are integral to the experience for at least a portion of the engaged time • Independent: activities that are engaged in by users outside of class time, including supplemental activities…; not necessarily alone • Learning: activities that are either self-directed inquiries and pursuits (searches, leisure/hobby perusals) or self-study toward an academic or credentialing goal

8. Key Definitions • Online: activities for which web-based content and Internet connection and interactivity are integral to the experience for at least a portion of the engaged time • Independent: activities that are engaged in by users outside of class time, including supplemental activities…; not necessarily alone • Learning: activities that are either self-directed inquiries and pursuits (searches, leisure/hobby perusals) or self-study toward an academic or credentialing goal • Success: activities that left the user feeling satisfied that he or she had fulfilled a question or search, found helpful information, or advanced target skills

9. Large Scale Surveys • National Assessment of Adult Literacy • Longitudinal Study of Adult Learners

10. NAAL – 2003 Survey • National Assessment of Adult Literacy • 18,000 adults (>16 years old) participated in an in-home extensive background questionnaire and assessment of literacy • +1,000 adults in prison • 4 literacy scales: Prose, Document, Quantitative, and Health • 4 performance levels: Below Basic, Basic, Intermediary, and Proficient

11. Technology Use in the NAAL Factors traditionally associated with greater technology use in the general population: • Age (older adults use technology less) • Gender(rapidly fading as a factor) • Race/ethnicity(Whites use technology more) • Educational attainment (more education associated with more technology use) • Native language (English speakers use more) • Disability Status (associated with less technology use) • Household Income (higher income associated with more technology use)

12. Tech User Live in a home with an Internet connected computer, OR Use the Internet at least once a week to find public events or news, OR Send or receive at least one email per week = 3,500 respondents, representing 44 million American adults in 2003 Non-Tech User Did not live in a home with an Internet connected computer, OR Did not use the Internet at least once a week to find public events or news, OR Did not send or receive at least one email per week. = 7,800 respondents, representing 81 million American adults in 2003 Technology Use in the NAAL

13. Tech Users Non-Tech Users Technology Use in the NAAL: Document Literacy Scores • Below Basic • Basic • Intermediate • Proficient

14. Tech Users Non-Tech Users Technology Use in the NAAL: Prose Literacy Scores

15. Tech Users Non-Tech Users Technology Use in the NAAL: Quantitative Literacy Scores

16. Tech Users Non-Tech Users Technology Use in the NAAL: Health Literacy Scores

17. Technology Use in the NAAL: Prison Population Literacy Scores

18. Technology Use in the NAAL: Age

19. Technology Use in the NAAL: Educational Attainment

20. Technology Use in the NAAL: Educational Attainment

21. Technology Use in the NAAL: Native Language

22. Technology Use in the NAAL: Household Income

23. Technology Use in the NAAL: Household Income

24. Technology Use in the NAAL: Feelings of Limitation

25. Literature Review • Few published research studies document independent, self-directed online learning • NIFL report surveyed broadly to find published articles, reports, evaluations, and program level reports and documents • Sources were sorted in to categories based on the facets of independent online learning they could inform* *See Tables 3, 4 and 5 in report

26. Learning from the Field • Expert Practitioners* • NIFL Technology and Literacy discussion list • “Students do enjoy working at computers. For many of them, it’s a reassurance that they are really part of the modern world.” • “Learning technology is in and of itself a great incentive for the lowest skilled people we serve.” *See Table 6 in report

27. NIFL Technology Listserv The following themes emerged about the use of technology in adult literacy and ESL instruction: • Aging equipment at programs and at students’ homes is a barrier to using multimedia options for supplemental or distance learning. • The multimedia, multimodal engagement of technology-based learning is key to its effectiveness and engagingness for adult learners. • Video games and online multiuser virtual environments offer compelling delivery alternatives, yet are underdeveloped as educational options.

28. NIFL Technology Listserv Orientation activities for distance learning options have been found to: • Promote retention; • Provide an opportunity to assess students’ technical skills and learning dispositions; and • Provide a safe, penalty-free way to try out new learning modes; Yet… • There is no clear guidance on how much orientation is sufficient, what an orientation should include, or how to orient students to every different platform.

29. NIFL Technology Listserv Computer literacy courses are an important offering that complements both academic and workforce development skills, and have been offered as courses that are: • Folded into distance learning courses; • Taught as a stand alone programs; and • Offered as drop-in labs with onsite support. As students recommend resources to each other, they develop an important referral network.

30. NIFL Report: Overall Key Findings On threshold levels: • No threshold levels of literacy and language proficiency necessary found for adult learners to use the internet for independent learning were found. • All reports indicate that low level literacy and language learners are eager to engage with online content. When engaging in online content: • Adult learners report increased self-confidence, self-directedness and independence • Meets adult learners strong motivation to gain computer and literacy skills perceived as key to work advancement

31. NIFL Report: Overall Key Findings Overall: • Successful learning requires a balance between the task, learner’s skills, and available supports. • Social networks (family and friends) have proven critical to learning with technology. • Targeted sites such as English for All, TV411, CDLPonline, and USA Learns are being found and used. What is lacking is evaluation and usability data. • Rates of access and connectivity are growing but far from ubiquitous. • The use of emerging technologies is gaining interest.

32. Implications for Practice It is the interaction between learners’ skills, the opportunities they encounter, and the supports available that determines the thresholds for independent online learning. • How to assess this? • How to match learners to opportunities? • How to inform learners about opportunities and strategic supports? • How to train instructors to support learners in various ways? • How to plan and prioritize a programs’ opportunities, content, supports, platforms, outreach, etc.?

33. Questions