How can adults with low ICT skills approach e-learning

How can adults with low ICT skills approach e-learning?

In workplace training as well as in other fields of adult education, there are some learners that are not as exposed to learning technologies as some of their fellow learners (Ally,2002). Understandably, these learners could feel at a disadvantage. Therefore, educators can play an important part in the supporting low ICT skill learners in their quest for skill improvement.

Additionally, Davis et al (2010) make mention of a few ways that teachers and educators can assist the learner become more skilled at e-learning. Davis et al also mention that fear is a determining factor of some learners and fear is a mitigating factor in barriers to e-learning.

Perhaps there are two ways that adults with low ICT skills can approach their learning, one factor is being supported by the educator and the other is up skilling themselves. Both these factors are to be discussed further.

How can educators assist?

Brinthaupt et al (2011) comment that the proper use of online tools and techniques can support the learner. The authors further mention their recommendations for online learning. Please see image below. Interestingly the authors also comment that there is an art of teaching using online facilities that can greatly assist the learner as well.

Table 1. General Categories of What the Best Teachers Do (after Bain, 2004) with Examples and Behaviors Specific to Online Teaching 

Furthermore, e-learning technologies will best help the learners to gain new knowledge, skills, and/or attitudes towards digital technologies. Kanuka (2008).

The role of the facilitator in conveying a technological environment is pivotal to the success rate of the workshop and Davis et al (2010) says that facilitators need to provide the learners with support that allows the learner to become familiar with computers and other digital technologies. Ally contributes to the notion of facilitator or teacher support because the learner uses some form of technology (usually a computer) to access the learning materials, that the learner uses technology to interact with the tutor or instructor and other learners, and that some form of support is provided to learners ( Ally, 2002).

Some suggestions include these tutors are consequently providing these adults with intensive support directed at familiarising them with computers before they undertake LLN learning via e-learning. Fletcher et al (2011).

How can learners up skill?

Fletcher et al (2011) suggest that learners should be open to the techniques needed for successful online learning, the authors comment on the following stages that learners can employ in their online learning courses.

Learner stage: Talk about e-learning. What is it? What are your attitudes to it?

Adopter stage: Exposure to new technologies, with time to “play”. Embedding skills into a learning activity, rather than teaching ICT skills separately;

Leader stage: Having on board someone with a passion for e-learning or ability in some aspect of it, and who can successfully convey that passion and experience to staff, so that they gain requisite skills. Fletcher et al (2011).

Learners need to engage with other learners as this enhances their understandings of online technologies, according to Damoense ( 2003) engagement theory whereby learners construct, collaborate, interact, problem solve and have authentic points of view are tools they can use to up skill their information of online learning tools.

Another suggestion could be more pragmatic, and I have experienced this in workplace training, whereby the managers of the employees are sent on technical training courses such as an excel workshop or a Microsoft word workshop, I have even facilitated a course on how to teach employees effective use of PowerPoint for formal and business presentations, I have seen that the exposure to workshops that teach low level ICT users the tools needed has been highly effective.

References:

Damoense, M.( 2003). Online learning: Implications for effective learning for higher education in South Africa. Australian Journal of Educational Technology, 19(1)25-45

Ally, M. (2002, August). Designing and managing successful online distance education courses. Workshop presented at the 2002 World Computer Congress, Montreal, Canada.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

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