Examining blended learning for adult learners with special needs.

Abstract

Literacy and Basic Skills (LBS) programs offer adult learners with a variety of special needs opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary education. Barriers to learning that adult learners encounter in LBS programs might be reduced through a blended learning instructional approach. The purpose of this study was to investigate the attitudes of LBS adult learners toward blended learning. Over 90% of 149 adult learners (94 male, 55 female) agreed that their learning needs were met through face-to-face class component of the program. Only 40% of adult learners agreed that the online activities met their learning needs. Some adult learners avoided online content due to their limited computer skills or because they viewed the content as unnecessary for course completion. Adult learners noted that online learning opportunities were needed when they were not able to attend class or for support of specific learning skills.

Full text

Examining Blended Learning for Adult Learners with Special
Needs
Robin Kay
Professor
University of Ontario Institute of Technology
Oshawa, Canada
robin.kay@uoit.ca
Jia Li
Assistant Professor
University of Ontario Institute of Technology
Oshawa, Canada
Jia.Li@uoit.ca
Louise Markovich
University of Ontario Institute of Technology
Oshawa, Canada
Louise.Markovich@uoit.ca
Abstract: Literacy and Basic Skills (LBS) programs offer adult learners with a variety of
special needs opportunities to improve employment skills and pre-requisite courses for entrance
into post-secondary education. Barriers to learning that adult learners encounter in LBS
programs might be reduced through a blended learning instructional approach. The purpose of
this study was to investigate the attitudes of LBS adult learners toward blended learning. Over
90% of 149 adult learners (94 male, 55 female) agreed that their learning needs were met
through face-to-face class component of the program. Only 40% of adult learners agreed that
the online activities met their learning needs. Some adult learners avoided online content due to
their limited computer skills or because they viewed the content as unnecessary for course
completion. Adult learners noted that online learning opportunities were needed when they were
not able to attend class or for support of specific learning skills.
Introduction
Governments in Canada and the United States have funded adult Literacy and
Basic Skills (LBS) programs since the 1950s. The mandate of LBS programs is to
provide adults with low literacy and educational levels the opportunity to improve their
skills through academic upgrading and life skills or career training (Canadian Literacy
Learning Network, 2015); Government of Canada, 2015; Ministry of Training, Colleges
and Universities, 2014; ProLiteracy America 2003). Applicants to LBS programs are
typically considered a vulnerable population who are unemployed or under-employed,
lack a high school diploma, have been away from formal education for extended periods
of time, collect government assistance, and/or have a disability (physical and/or
learning) (MTCU, 2014).
Personal learning barriers for LBS adult learners in face-to-face classes include
time management, employment and nature of job, family situation, and financial issues
(e.g., British Columbia Ministry of Advanced Education, 2005; Hayes, 1988). These
barriers can have a significant detrimental impact on face-to-face learning classrooms,
specifically with respect to family responsibilities interfering with attendance (Quigley,
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1998; Zacharakis et al., 2011). Blended learning is an instructional approach that
includes face-to-face instruction and an online component. A blended learning
approach has the potential to provide face-to-face and online instructional support and
encouragement while accommodating time management needs through the flexibility of
the online component.
Students in higher education have benefited from blended learning environments
that emphasize social-constructivist pedagogy, address different learning needs, and
build collaborative learning communities (e.g., Bernold et al., 2007; Fisher & Baird,
2005; Gill, 2009; Hoskins, 2012; Wyatt, 2011). The online component of blended
learning can offer supportive resources and collaborative opportunities outside of the
face-to-face classroom (e.g., Moloney et al., 2010; Lim, Morris, & Kupritz, 2007),
flexibility in time of day access to online course resources (Cicco, 2009), and increased
instructor and peer supports outside of the face-to-face classroom (Lim et al., 2007;
Sorden & Munene, 2013).
LBS programs report low access to and student avoidance of technology for
learning due to skill barriers (ABC Canada, 2002; British Columbia Ministry of Advanced
Education, 2013). Consequently, the impact of blended learning in LBS programs has
not been reported in the literature. The purpose of this study was to investigate LBS
adult learners’ attitudes toward blended learning.
Method
Participants
A total of 149 adult learners (94 male, 55 female) from three community colleges
participated in the study. The age ranges of participants was 19-25 years (52%, n=77),
26-35 years (27%, n=40), 36-44 years (15%, n=22), 45-54 years (5%, n=7), and over 54
years (1%, n=1). Seventy-seven percent (n=115) of participants were pursuing a post-
secondary goal path, 15% percent (n=22) were interested in enhancing skills for
employment, while 8% (n=12) were seeking apprenticeship.
Participants had a wide range of special needs. With respect to education level,
43% (n=64) of adult learners had been out of education for more than six years while
57% (n=85) had been out of education for less than six years. Regarding employment
status, 13% (n=19) of participants had been unemployed for more than six years, 30%
(n=45) had been out of work for less than a year and 37% (n=55) collected some type of
government assistance. Twenty-seven percent (n=40) of participants reported having a
physical and/or learning disability. Twelve percent of the adult learners in this study
(n=18) required assistive technology to access educational programs.
Data Collection
Each student filled in a survey providing information about detailed demographic
data (11 items). Attitudes toward blended learning were assessed by looking at face-to-
face (7 items) and online learning (5 items) components. Perceived success was self-
assessed using two items. The survey items were developed and revised based on
feedback from four LBS service providers. One open-ended question on the survey
asked participants to describe how the program could better support their learning.
Finally, participants who were interviewed (n=37) were asked two questions regarding
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their attitudes toward face-to-face learning and online learning and three questions
about how the program could better support their learning and success in education.
Procedure
Instruction was delivered using a blended learning approach that provided face-
to-face instruction with an online component at each site. Face-to-face instruction
consisted of three-hour classes scheduled two days per week, for 15 weeks. Learners
registered for a maximum of two courses per 15-week semester and chose from four
subject areas: technical math, English, biology, and chemistry. The online component
was not mandatory but provided additional resources and support for adult learners
outside of the face-to-face environment. If adult learners missed class, they used online
resources to catch up and submit assignments. The online learning was offered in an
asynchronous format through the Blackboard learning management system. Online
resources provided clear guidance to supplement the face-to-face learning and included
videos and web sites to reinforce face-to-face content, course resources (e.g., lecture
PowerPoints, podcasts), assignments and teacher-led discussion forums.
Results
Attitudes toward Blended Learning (Face-To-Face Component)
Table 1 summarizes adult learners’ attitudes toward the face-to-face
component of the LBS program. With the exception of communicating with peers, 90%
of adult learners agreed that the face-to-face component was important for learning.
Table 1 Adult Learners’ Attitudes toward Face-to-face Learning (n=149)
Survey Item MSD D
isagre
e
Neutral Agree
Important for my learning 6.4 0
.9 1%
4
%
9
5%
In class communication with instructors was
important
6.3 1
.0 3%
3
%
9
4%
Met my learning needs 6.2 1
.0 1%
6
%
9
3%
Learn more effectively 6.2 1
.1 2%
9
%
8
9%
In class communication with peers
important
5.1 1
.6 12%
2
3%
6
5%
Adult learners provided 92 comments about face-to-face learning from the open-
ended survey and interview questions. Eighty-four percent (n=77) of these comments
were positive about face-to-face learning. Five themes emerged including engaging in
supportive collaboration with instructors and peers (n=24), receiving encouragement
from the instructor (n=20), a general preference for face-to-face classes (n=13),
enjoying one on one learning (n=10), and obtaining instructor feedback (n=10).
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Only 15% of comments (n=14) reflected negative attitudes toward face-to-face
learning. Themes that emerged were having to adhere to rigid class schedules and/or
time management (n=7) and concerns about ineffective instructor pedagogy (n-7).
Attitudes toward Blended Learning (Online Component
Table 2 summarizes adult learners’ attitudes toward the online component of the
LBS program. Most adult learners were either neutral or positive about the Likert items
assessing attitudes toward the online learning. In contrast to face-to-face learning
(89%), only 23% of adult learners agreed that they could learn effectively using the
online format.
Table 2 - Adult Learners’ Attitudes toward Online Learning
Survey Item M
1
S
D
Di
sagree2
N
eutral4
A
gree3
Met my learning needs 4
.6
1
.4
9
%
4
8%
4
3%
Activities were easy to use. 4
.6
1
.3
6
%
5
7%
3
7%
Important for my learning 4
.4
1
.6
1
5%
4
9%
3
6%
Would like more online 4
.0
1
.6
2
6%
4
5%
2
9%
Learn effectively through online
instruction.
3
.4
1
.7
5
0%
2
7%
2
3%
Adult learners offered 61 comments about online learning gleaned from the
open-ended and interview questions. Sixty-one percent of these comments (n=37)
were positive. Four themes emerged including to helping with time management
challenges (n=12), providing supplemental resources and support (n=10), improving
learning skills (n=6), and requests for more online learning (n=9). Thirty-nine percent of
the comments (n=24) were negative toward online learning. Two themes emerged
including avoidance of online learning due to a preference for face-to-face learning
(n=18) and lack of confidence in computer skills (n=6).
Perceived Success and Attitudes toward Blended Learning
Eighty-three percent of participants (n=124) agreed that they had been
successful in their program and 79% of participants (n=118) agreed that they had
completed all of their learning goals in their program. There was a significant positive
correlation between the total face-to-face attitude score and the total perceived success
(r=0.26, p<0.01). There was no significant correlation between total online learning
attitude score and total perceived success (r=-0.02, ns).
Discussion
In this study, over 90% of adult learners noted that the face-to-face LBS learning
environment was important for their learning and met their learning needs. Attending
face-to-face classes and in-class communication with instructors was important for their
learning for almost every adult learner. Student survey responses placed less
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importance on communication with peers. These results are consistent with the
literature, which indicated that adult learners’ attitudes toward face-to-face learning were
positively affected by caring, motivating and resourceful teachers, collaborative and
hands-on activities in the classroom, and one-on-one learning experiences (Quigley &
Uhland, 2000; Zacharakis et al., 2011).
Despite the importance placed on face-to-face learning, adult learners in this
study indicated that their ability to attend every class at the scheduled times was
impeded by situational barriers. In this study, 32% of adult learners appreciated the
online component, because it allowed them to keep up with work when they were not
able to attend face-to-face classes. Multiple studies reported time management as a
consistent barrier to learning (Packham et al., 2004; Pross & Barry, 2004; British
Columbia Ministry of Training, 2005). Other studies indicated that adult learners
preferred blended learning because of the convenience of online access and the
support of face-to-face instructors (Gill, 2009; Hauser, et al., 2012; Larson & Sung,
2009; Senn, 2008).
For a minority of adult learners, the online component supported learning skills
such as problem solving, research, reading, and understanding. The online resources
supplemented their learning outside of the classroom and helped them to understand
the material learned in the face-to-face classes. A number of studies reported that adult
learners benefit from the extra resources and support provided by a blended learning
environment (Hauser et al., 2012; Larson & Sung, 2009; Senn, 2008).
There was a significant positive correlation between student attitudes towards
face-to-face learning and perceived success. Adult learners mainly attributed their
perceived success to the encouragement, support and availability of their face-to-face
instructors who kept them focused on achieving their goals. This finding is consistent
with previous studies reporting program success associated with teacher-student
relationships (Reynolds and Johnson, 2014; Zacharakis et al., 2011) and one-to-one
support from instructors (Quigley and Uhland, 2000).
There was no correlation found between student attitudes toward online learning
and perceived success. However, some adult learners indicated that online learning
contributed to their success through enhanced communication with instructors and by
providing resources outside of the face-to-face classroom. This finding is consistent
previous research in higher education noting the positive impact of online learning
environments (Conceicao & Lehman, 2013; Willging & Johnson, 2004).
In summary, adult learners come to an LBS program with a wide range of special
needs and most appreciate and require the care, support and attention offered in a
face-to-face learning environment. However, the online component of a blended
learning appeared to offer a necessary and important learning format for approximately
three out of 10 adult learners who were unable to attend all face-to-face classes. The
online resources allowed them to keep up with the learning goals and requirements of
the program.
Limitations and Future Research
This was a short-term study that followed a small, convenience sample (n=149)
of LBS adult learners at three different colleges over one semester. Most LBS adult
learners require more than one semester to complete their learning goals. A longer
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term study would provide data on dropout rates and a more robust assessment of
attitudes and perceived success.
Detailed objective information on when, how often and how long adult learners
assessed online resources was not tracked in this study. The self-report data may have
not provided a compressive and accurate account of how these resources were used.
Therefore, future researchers might consider data monitoring of student use of online
resources. In addition, the reasons for why the majority of adult learners did not find
online learning helpful need to be examined in more detail, perhaps through the use of
focus groups. Finally, the quality of the online materials and organization were not
examined in this study. However, this information could prove to be useful in
understanding the design features of online support and evaluating the relative
effectiveness of supports offered.
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