CHRISTINA M. COMBS

 

To:      Senior Vice President of Academic Affairs

CC:     Office of the Provost, Adult Basic Education Programs

From: Christina Combs

Date:  11/29/2013

Re:      E-learning and Online Collaboration Initiative

 

The purpose of this memorandum is to recommend that our institution implement an e-learning and online collaboration initiative.  We received a multi-million dollar technology grant that expands over the next 7 years and I believe that we can better serve our adult learners by combining basic education instruction with online learning activities that will increase their familiarity with computer technology and knowledge building through collaborative learning.

 

Implementing such a vast initiative will require your active leadership and the support of everyone involved in the ABE academic affairs department.

 

Below is a brief outline explaining why I am recommending such an initiative, supported by current literature on adult basic education and online learning.

 

Current Teaching and Learning Policy

Our current teaching and learning policies model early learning theories, particularly behaviorist and cognitivist learning theories.  Both behavioral and cognitivist pedagogies use the didactic approach to teaching and learning (Harasim, 2012).  Focused on didactic teaching and learning, the curriculum is instructor-centered in that students simply learn information transferred from the instructor, no questions asked. While this approach may be beneficial to learners in retaining and recalling basic academic skills, it does not allow students to participate in active learning and knowledge construction, which is important in today’s workforce.   

 

E-learning Supports Knowledge Construction

The constructivism learning theory focuses on the learner’s ability to construct new knowledge based on prior experiences (Koohang, Riley, & Smith, 2009).  Constructivism is important for adult learners because it allows for active, as opposed to passive, engagement in the learning process.  Our students come from all lifestyles and have a number of experiences that have shaped their perspectives. E-learning supports the real world learning aspect of constructivism by using online simulations, case studies, and other mediums that can enhance our learner’s abilities to construct knowledge and meaning of new materials (Harasim, 2012).  

 

E-learning is defined as the delivery of education through various electronic media (Koohang & Harman, 2005).   While e-learning is on the rise in educational institutions, Gungor & Prins (2011) found that e-learning is rarely used in Adult Basic Education (ABE) programs.  Majority of learners in ABE and GED programs are from low-income households with little to no computer and Internet access (Gungor & Prins, 2011).  Although our adult learners may not have computer and Internet access at home, we can play a vital role in developing their computer skills by implementing e-learning tools and activities into the curriculum.  It is important that we recognize the importance of reading, math, and digital literacy as we prepare our students to gain entry or return to the workforce.

 

We can develop the following e-learning applications to support our learners for use inside and outside of the classroom:

• Develop an online resource bank.  We can develop a simple compilation of online resources (including hyperlinks and printable worksheets) to supplement class instruction.  Our learners can access many free, user-friendly e-learning websites for additional practice outside of the classroom. 

• Create an online discussion forum.  Students can use the discussion forum to share information, ask questions, and gain new perspectives and knowledge.  Instructors can use discussion forums for group projects.

 

Developing Skills through Online Collaboration

As we consider implementing e-learning for our students, I would also like for you to consider supporting e-learning through online collaboration activities.  As we move forward in the Knowledge Age, I believe it is vital for our adult learners to learn to collaborate with fellow learners in online learning communities. Online learning has not gained traction amongst ABE programs because many learners lack the necessary computer and digital literacy skills (Gungor & Prins, 2011).  However, if we combine our traditional teaching methods with e-learning, we can develop our students’ computer literacy and collaboration skills through online group work and discussions. By implementing online collaboration, our students will develop valuable skills such as idea generating and idea organizing, where learners build knowledge collaboratively and develop deeper meanings and perspectives (Harasim, 2012).  Additionally, students will learn to work in team environments and solve problems together, which are essential employment skills in today’s workforce.

 

Evidence in Practice

For the past six months, we have worked hard to integrate an e-learning financial literacy program into the current curriculum.  The successful scores and feedback from all of the participants in the program demonstrate that our adult students are motivated and willing to branch out into the world of computer technology while learning basic literacy and mathematical skills.

______________________________

References

Harasim, L. (2012). Learning theory and online technology. New York, NY: Taylor & Francis.

Koohang, A., & Harman, K. (2005). Open source: A metaphor for e-learning. Informing Science: The International Journal of an Emerging Transdiscipline, 8, p. 75-86. Retrieved from http://inform.nu/Articles/Vol8/v8p075-086Kooh.pdf

Gungor, R., & Prins, E. (2011). Distance learning in adult basic education: A review of the literature. The Pennsylvania State University, Retrieved from http://www.ed.psu.edu/educ/goodling-institute/research/ABE%20Lit%20review%20for%20Rural%20PA%20doc%20%20(8-4-11).pdf

 

 

Confidential