Learning Technologies and the Nontraditional Student: Challenges and Solutions Presented by: Paul Mulhausen, University of Iowa Aline Click, Northern Illinois University Teresa Yohon, Colorado State University

Presentation Objectives Review the challenges faced by Computer-Based Instruction targeting nontraditional E-learners. Discuss potential solutions discovered in the course of LAAP project development.

Presentation Focus Challenges. –Learner Analysis –Needs Analysis –Technology Access Solutions –Instructional Design –Technology –Software

Non-Traditional Learners What do we mean? –We are not talking about the working professional who wants to get another degree online –We are talking about, for example, the mother of 3 kids, on welfare, with little or no experience in the workforce –Lacking computer skills or how to communicate in an online course

Learner Analysis What are the demographics of our target population? –Low Income/ working poor –Welfare to work –Older adult in career change

Needs Analysis Reading Level Attitude towards school Time availability Access to computers and the Internet Access to support Computer literacy

Reading Level 6 th grade reading level English as Second Language (ESL) Terminology

Attitude Towards School Success in the past Adult learners Tell me, show me and let me be done with it Goal oriented

Time Availability Work schedule Childcare issues Lab access

Internet Access Cost of computers ISP availability/cost Connectivity Speed Labs

Hardware/Software Processor speed Browser window size. Absence of software products for this population. Communication tools

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

Access to Support Technical support Mentors Social support

Meeting the Needs Supporting user needs with instructional design Hardware/Software - technology to optimize delivery and usability

Instructional Design Why do we need ID? –Interactivity –Communication –Language support –Engagement –Retention/Transfer

Interactivity Content that requires interaction –Worksheets with feedbackWorksheets with feedback –SurveysSurveys –Non-linear content choices –Quizzes –Journaling –Discussion “Ask the coach”

Interactivity Interactive Instruction rather than interactive multimedia Learning coach Expert questions

Communication Interactivity –Student to studentStudent to student –Student to facilitator –Student to content 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.

Instructional Design Communicating with reading support 6 th – 8 th Grade Reading Level Audio narration of story text Bite size readings Glossary Links Dictionary

Glossary Instructional Design Communicating with reading support

Engagement Personalize Searches online Active problem solving

Story’s to create “felt need” and “context” Real life problems for learners to solve Instructional Design Engaging Adult Learners

Feedback Instructional Design Engaging Adult Learners

Modules

Bite Size Learning Instructional Design Modular Time Management

Sample Module 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)

Technology Considerations Addressing the Issues with Insight and Innovation

Computer Literacy Here is how we addressed computer literacy –Orientation – online, F2F and/or phone –Clean Interface –Self-explanatory navigation –Screen help –Structure

Computer Literacy Clean interface Clearly labeled controls Underlined links Screen help for each screen

Learning System

Connectivity Speed of connection = multimedia considerations Connection speed: will determine whether or not the ID will use some types of multimedia

Internet Access Avoiding video as a learning tool Supporting visual and audio learning with graphics and audio

Summary Slides We have encountered major challenges meeting the needs of these nontraditional e-learners. We have met these challenges with instructional design, technology, and interactive interfaces.

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

Contact information Paul Mulhausen – Aline Click – Teresa Yohon –