Web-Based Instruction and the Low Income, Adult Learner: Challenges and Solutions

1. Web-Based Instruction and the Low Income, Adult Learner: Challenges and Solutions Presented by: Aline Click, Northern Illinois University Brian Walk, Northern Illinois University

2. Presentation Objectives • Background on the LAAP/FIPSE grant project “Critical Choices” • Review characteristics of the low income adult users • Discuss pedagogical strategies used reach the low income audience

3. Project Background • Funded in part by LAAP/FIPSE grant • Partners include: YMCA Alliance of Chicago, Training Inc., National Association • “The First Step” curriculum • Blended learning model

4. Learner Characteristics What are the demographics of our target population? • Single mothers in their 20 -30s • Low Income/ working poor • Welfare to work • Teenagers • Older adult in career change Analysis

5. Barriers • Reading Level • Attitude towards school • Time availability • Access to computers and the Internet • Access to support • Computer literacy Analysis

6. Reading Level • 6th grade reading level • English as Second Language (ESL) • Terminology Analysis

7. Attitude Towards School • Low success in the past • Adult learners • Tell me, show me and let me be done with it • Goal oriented Analysis

8. Time Availability • Childcare/family issues • Work schedule • Transportation issues Analysis

9. Internet Access • Cost of computers • ISP availability/cost • Connectivity Speed • Labs Analysis

10. Hardware/Software • Processor speed • Browser window size. • Absence of software products for this population. • Communication tools Analysis

11. Computer Literacy • Digital Divide: Gulf between • Those who have access to computer technology and the necessary skills to use it effectively • And those who do not • Implications in the job market • Higher hourly wage Analysis

12. Access to Support • Technical support • Mentors • Social support Analysis

13. Meeting the Needs • Blended learning • Facilities at the YMCA, Training Inc and other work force development facilities as well as high schools, and community colleges. Design

14. Instructional Design • Why do we need ID? • Interactivity • Communication • Language support • Engagement • Retention/Transfer Design

15. Interactivity • Content that requires interaction • Worksheets with feedback • Surveys • Non-linear content choices • Quizzes • Journaling • Discussion • “Ask the coach” Design

16. Communication • Interactivity • Student to student • Student to facilitator • Student to content Design

17. Monitor and Feedback • Siegel (1996) found that a key component to successful online education for at-risk populations seems to be closely monitoring student progress. • Also found this population tends to drop out of the program, especially if they did not feel closely watched. Design

18. Communicating with reading support • 6th – 8th Grade Reading Level • Audio narration of story text • Bite size readings • Glossary Links • Dictionary Design

19. Engagement • Personalize • Searches online • Active problem solving Design

20. Modular Time Management • Bite Size Learning • Presentation via video, audio/slideshow, or activity (media intensive) • Interactive quiz/activity (images used for visual support) • Threaded discussion with classmates and/or a case manager or facilitator • Assignment/Activity (varied and checked online by facilitator) Design

21. Interface Considerations Development

22. Interface and Design • How it looks – how it impacts student’s: • comfort level with technology • ability to navigate the site • motivation to complete the course • How it functions? Development

23. Interface and Design • How it is constructed – how it impacts: • our ability to add content, tools, and other functionality throughout the development of the course • our ability to make global changes to site efficiently • the limited experience of our target audience • the variability of equipment and connectivity in different facilities • a Learning Management System (LMS) Development

24. Usability • Standard Web Conventions • Consistent presentation of information • Chapters follow pattern • Multimedia presentations vary, but functionality remains the same throughout the course • Limited pop-up windows • Help features Development

25. Flexibility • Can be updated quickly to address design concerns • Designed to be efficiently customized if sold to other organizations • Use of simple layout table elements • Limited use of images to establish the look • Use of CSS for text and content styling • Use of Server Side Includes Development

26. Visual Aspects • Create a unique, inviting look and theme • Friendly color pallet, visual elements • Page structured to keep navigation consistent, intuitive • Page content “chunked” into manageable portions Development

27. Computer Literacy • Here is how we addressed computer literacy • Orientation – online, F2F and/or phone • Clean Interface • Self-explanatory navigation • Screen help • Structure Development

28. Computer Literacy • Clean interface • Clearly labeled controls • Underlined links • Screen help for each screen Development

29. Learning Management System Custom Learning Management System (LMS) Development

30. Connectivity • Speed of connection = multimedia considerations • Audio text alternative to all video components • Preloading Flash presentations with quotes to read while waiting Development

31. Comparative Benefits • Increases accessibility through asynchronous delivery of learning material. • Allows learners to move through the material at their own pace • Facilitates independent working skills • Develops marketable computer skills • Provides a broad range of informational resources • Develops an extended community that remains after the class Implementation and Evaluation

32. Contact information Aline Click – aclick@niu.edu Brian Walk – bwalk@niu.edu Marcia Medema - mmedema@ymcachgo.org Marty Miles - mmiles@traininginc.org