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Web-Based Instruction and the Low Income, Adult Learner: Challenges and Solutions
Presented by:
Aline Click, Northern Illinois University
Brian Walk, Northern Illinois University
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
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
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
Barriers
• Reading Level
• Attitude towards school
• Time availability
• Access to computers and the Internet
• Access to support
• Computer literacy
Analysis
Reading Level
• 6th grade reading level
• English as Second Language (ESL)
• Terminology
Analysis
Attitude Towards School
• Low success in the past
• Adult learners
• Tell me, show me and let me be done with it
• Goal oriented
Analysis
Time Availability
• Childcare/family issues
• Work schedule
• Transportation issues
Analysis
Internet Access
• Cost of computers
• ISP availability/cost
• Connectivity Speed
• Labs
Analysis
Hardware/Software
• Processor speed
• Browser window size.
• Absence of software products for this population.
• Communication tools
Analysis
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
Access to Support
• Technical support
• Mentors
• Social support
Analysis
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
Instructional Design
• Why do we need ID?– Interactivity– Communication– Language support– Engagement– Retention/Transfer
Design
Interactivity
• Content that requires interaction– Worksheets with feedback– Surveys– Non-linear content choices– Quizzes– Journaling– Discussion
• “Ask the coach”
Design
Communication
• Interactivity– Student to student– Student to facilitator– Student to content
Design
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
Communicating with reading support
• 6th – 8th Grade Reading Level• Audio narration of story text• Bite size readings• Glossary Links• Dictionary
Design
Engagement
• Personalize
• Searches online
• Active problem solving
Design
• 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)
Modular Time Management
Design
Interface Considerations
Development
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
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
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
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
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
Computer Literacy
• Here is how we addressed computer literacy– Orientation – online, F2F and/or phone– Clean Interface– Self-explanatory navigation– Screen help– Structure
Development
Computer Literacy
• Clean interface• Clearly labeled controls• Underlined links• Screen help for each screen
Development
Learning Management System
Custom Learning Management System (LMS)
Development
Connectivity
• Speed of connection = multimedia considerations
• Audio text alternative to all video components
• Preloading Flash presentations with quotes to read while waiting
Development
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
Contact information
Aline Click – [email protected]
Brian Walk – [email protected]
Marcia Medema - [email protected]
Marty Miles - [email protected]
