Module 5 - Adult Literacy Classroom
Delivery Modes
At a Distance
Learning at a distance means exactly that: the instructor and learner are physically separated but use various technologies to conduct the learning process. Distance learning has a long history in adult education via the concept of correspondence classes. Newer technologies allow for far more flexibility in teacher and student communication and the delivery of learning materials. Video tape, DVDs, CDs, Internet communication, and online learning courses are all tools adult learners can now use to learn basic skills at a distance. Distance techniques and technologies can be part of a blended system of instruction encouraging the learner to work independently outside class while still allowing to some face-to-face interaction with an instructor.
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“My students live in mostly rural areas – they either don’t have a computer or only a slow “dial-up” connection to the Internet. We’ve had to get creative – use a mix of high- and low-tech techniques – to make distance education work for them.” |
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“With 4 kids and a job, I can’t attend GED class. The place where I work lets me use the fax machine to send work to my instructor. We keep in touch by phone once a week to discuss my progress. For me this is the only way.” |
Take a moment to consider the pros and cons of learning at a distance and its implications for instruction of adult literacy learners.
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On your worksheet, record your initial thoughts about delivering instruction at a distance. |
The simplest method for conducting distance learning is paper and pencil. Materials can be dropped off, mailed, or faxed to the instructor for review and feedback, while new assignments, information, and encouragement can be delivered in a similarly agreed-upon manner. Internet and visual technologies have recently made learning at a distance faster, more accessible, and more efficient. While distance education methods may sound convenient, both instructors and learners report that learning without face-to-face interaction is often more difficult. Learners must be self-motivated and organized, as well as fairly well versed in print or auditory instructions. Users report even online video conferencing seems to lack the spontaneity and vibrancy of the real thing. Instructors delivering instruction at a distance need to be aware that regular communication and encouragement are key, especially if there is little or no face-to-face interaction.
Listed below is a real-life adult education scenario. While you are reading, review the learner’s challenges and needs. What strengths and resources are available to Bob? How might new technologies increase his access to learning material and communication with the instructor?
Real-Life Scenario – Bob:
Bob is a truck driver, traveling medium-range routes through four states in the Midwest. He sees his wife, Linda, on weekends, but is otherwise on the road. He wants to move up to a supervisory position so he can travel less, but to do that he needs to get his GED and pass a special exam at work. Bob and his wife worked it out with the local adult literacy program - Linda drops off Bob’s completed assignments on Mondays, and then on Fridays collects any feedback and picks up new assignments for Bob to work on during the upcoming week. If Bob or the teacher think it is necessary, they converse via e-mail (Bob can get some access to the Internet at truck stops). Bob could submit his work online, but he says, “I prefer to work on paper – I’m not that good at typing and reading on computer screens tires my eyes at the end of a long drive.” Bob has never even met his instructor, but he’s moving closer to being ready to take the GED.
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On your worksheet, record your thoughts on Bob’s needs and resources for learning. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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For intake purposes, students come in for an orientation and do an initial assessment face-to-face. Otherwise, we have no idea if a test they take at home is a valid or accurate picture of what they need to learn. It also helps for them to form a relationship with teachers at the center – helps them be more comfortable in asking questions from a distance.
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Encourage, encourage, encourage! If I don’t hear from a learner in a week, I’m on the phone checking in.
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Sometimes learners think distance learning will be easier – you know, stay at home, watch videos, do a few online exercises – why go to class? But it’s hard to be disciplined – to find time to make yourself sit down and work. And don’t let the technology fool you – it’s still math and writing. You still have to read to be successful – distance education isn’t suited for all students.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- If barriers keep adult learners from being able to attend literacy classes or attend frequently, distance education is an option to consider.
- Distance education can use any level of technology for the transfer of materials and student-teacher communication, from video or software delivered over the Internet to worksheets and the local postal service.
- Instructors and students need to develop skills in communication and, if possible, build in some face-to-face time on a routine basis.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
