Literature Summary

Three main research areas include learner access and institutional barriers, learner characteristics and performance, and educator involvement.

In CTE, no differences were found in learning outcomes based on delivery method. Many studies reported positive learner experiences, some with mixed results.

The most popular distance learning methods included audio/video checkout, online instruction, and telecourses; with Internet resources growing in popularity.

There was no significant difference found in program effectiveness between distance and traditional education.

Quality distance learning programs met three criteria: effectiveness (learner outcomes), efficiency (cost), and equity (access).

Andragogical assumptions can guide the design of online learning environments to better support adult learners.

Online learning environments designed for adult learners should: foster collaboration, allow learner input and flexibility, establish clear expectations, and foster high levels of interaction between learners and educators.

Andragogical assumptions can guide the design of online learning environments to better support adult learners.

Online learning environments designed for adult learners should: foster collaboration, allow learner input and flexibility, establish clear expectations, and foster high levels of interaction between learners and educators.

Hearing and ESL learners shared positive attitudes about blended learning.

Deaf and hard-of-hearing learners reported a higher quantity and improved quality of interactions with professors and other learners through online learning tools.

The quality of learning design is most important for learning outcomes (not learning format).

Primary reasons for offering distance education: reaching nontraditional learners, expanding access for learners, and providing flexible learning options.

Adult learning theories (andragogy and others) emphasize flexibility, self-directed learning, a focus on processes over outcomes; a learner-centered and personalized learning approach.

In online learning environments, educators should focus on the adult learner as an individual and themselves as a change agent.

Technology can increase learner access to meaningful educational opportunities.

For successful implementation of a new online learning program, adult education providers should create a blueprint that includes benchmarks for success, curriculum selection, deployment planning, and identifying target learners for participation.

Technology-based adult learning programs must facilitate learner input in content, how they learn content, and program options.

The main differences of adult learners (from undergraduates) is the need for immediate relevancy and a bigger influence from past experiences.

Key components of successful online courses for adult learners: modular schedule, clear expectations, regular communication and feedback, learner control, providing real-world connections, and respecting the unique characteristics of adult learners.

For adult learners, ‘learner’ is only one aspect of many competing roles (e.g., caregiver, employee).

Adult learners need active, experiential learning and to control pace, timing, and learning methods.

Discussion boards can facilitate peer-peer communication online.

Adults prefer online learning because of flexibility in location and scheduling.

Strategies for engaging adult learners online: use interactive elements and scenario-based tutorials, strategically embed videos within course curriculum, include opportunities for discussion and self-reflection, and use asynchronous learning to facilitate self-directed learning.

Adopts the software quality standard ISO/IEC 9126 for digital learning materials.

Educational material, existing knowledge, and a learner’s past experiences should all connect with content.

Learners should clearly define goals and take an active, autonomous role in learning.

Digital literacy is ongoing, developing, and dependent upon the specific task to be accomplished.

Public computer spaces can serve as important access points for hardware, internet, digital skills development, and technical support.

Active and experiential learning activates emotional presence, particularly with adult learners.

Online learning environments can provide more intimate spaces for activating emotional and social presence.

Online courses for adult learners should be based on elements of comfort, respect, support, and trust.

Recommendations for using andragogical principles in online learning: provide learner choice, connect subject matter to a familiar topic, understand learner purpose and motivation for course participation, design authentic learning activities, create meaningful connections between content and real-world.

Potential impact of digital game-based learning on nontraditional learners: increased retention, engagement, motivation, problem-solving, critical thinking, and academic achievement.

A direct alignment must exist between digital games, learner feedback, learner outcomes, and assessments.

Follow andragogical principles to meet the needs of nontraditional learners.

Assessment for learning, not assessment of learning.

Adult learners are better suited for formative assessments.

Assessments designed for adult learners should: be learner-centered, acknowledge past experiences, provide timely feedback, and use a variety of tools to personalize learning.

The program helped learners become more autonomic, develop academic skills, and provided reading support.

Program features facilitated differentiated instruction and student progress monitoring and allowed for more targeted learner feedback.

During the pandemic, adult learners struggled with access (often using mobile phones to learn or sharing devices with other family members).

In addition to access and curriculum support, learners needed social support services (e.g., finding housing).

Recommended adult literacy education programs focus on “facilitating educative spaces” (p. 53) for meaningful learning.

Challenges with the sudden shift to distance learning included lack of access, lack of digital skills (for both educators and learners).

Recommended approach: “one that comprehensively fosters student-centered environments, provides professional development for teachers, promotes adult education, and builds and expands partnerships” (p. 44).

Additional recommendations include having a positive attitude, providing flexible options, encouraging and supporting learners, and respecting learners as adults with competing interests.

“If the field of adult education is to play a vital role in the education ecosystem into the future, we will need an increased focus on digital skills and digital resilience in life, family, and at work along with critically important human- centered skills” (p. 57).

Under WIOA, digital literacy is a component of workforce preparation, but is often not funded as a key activity in adult education classrooms because there is no way to report digital literacy skills gained through NRS.

The pandemic highlighted the need for blended learning in adult education to mitigate potential barriers (e.g., childcare, transportation) and better prepare learners for the future through digital skills development.

Areas of need in adult workforce education (AWE): digital literacy skills development, digital inclusion, technology-related professional learning, multimedia content, flexible delivery options, AWE policy reform, and stronger equity and inclusion policies.

Based on current policy analysis, recommendations include increased access to opportunities, effective curriculum strategies for adult learners, social-emotional supports, and equity and inclusion efforts.

Online distance education can expand access, engage new adult learners, and provide opportunities to rethink adult education.

To design effective online distance education programs, all stakeholders must be involved including practitioners, policymakers, researchers, and learners.

Even adult learners with low literacy levels can engage with online learning.

Key findings: to support learners, design differentiated, flexible learning experiences; utilize existing family and social networks for authentic learning; self-directed learning can be facilitated online; free, online resources receive high volumes of traffic (but effectiveness is unknown); access and connectivity still a challenge in low-income communities (urban and rural); emerging technologies (e.g., AR/VR, mobile phones) have potential to facilitate authentic learning and communication skills.

Distance education programs were found to be as effective as traditional delivery methods.

75% of learners were in blended programs, 25% of learners were in distance learning only programs.

Multiple advantages and disadvantages exist at the learner, educator, and institutional level.

Core components of a badge: who earned it, who issued it, description, criteria, date awarded, and certificate.

Benefits of digital badges include portability, increased learner motivation, and alignment between learners, adult education providers, and employers.

A state or national badging framework, including identified skills and related assessments, would create compatibility across locations and programs.

Educators use a variety of digital tools to engage learners, facilitate collaboration, share instructional materials, provide feedback, and meet learners’ unique needs.

Organized digital learning tools into four categories: academic skill building, communication, productivity tools, and learning management systems.

Explored the potential of digital learning tools to facilitate “more efficient and effective learning opportunities” (p. ES-1) for adult learners in ABE programs through field testing of existing digital learning tools.

Measurements included classroom observations, interviews (administrators, educators, learners), surveys (educators, learners), product usage statistics, and standardized assessments.

Most educators and learners reported positive experiences with digital tools and found significant value.

Four main use models emerged: online (product primary mechanism of instruction), blended (product integrated with face-to-face instruction), hybrid (product use and face-to-face instruction not linked), and supplemental (product used as supplemental tool).

Program usage varied widely across sites; teachers reported lack of time and inadequate training as challenges.

Effective digital learning tools had the following qualities: “mobility, accessible onboarding, personal connections, screening-in, and rich media” (p. 6).

Recommendations for adult education providers: use social media to encourage participation, use competency-based assessments as recruitment, facilitate personalized learning pathways, and collaborate with employers to understand what skills are in-demand.

Even programs with prior distance learning experience found the sudden shift to total remote learning challenging.

Provides key takeaways and innovations to address challenges in distance education and instruction, access, engagement, learner support, educator support, professional development, and program changes.

Program providers see some benefits in distance education, particularly related to flexibility for adult learners; anticipate permanent distance education or blended learning options.

Digital literacy skills are “both an essential on-ramp to finding and getting a good job and a pathway to future opportunities” (p. 5).

Digital inclusion includes affordable, high-speed internet; internet-enabled devices; tech support; apps and online content that meet user needs; and digital literacy training.

Other recommendations for expanded access include embedding digital literacy in social services and partnering with employers.

Effective digital instruction includes customized learner pathways, differentiated instruction, competency-based assessments, and data-driven instruction.

Moving forward, distance education should be a required component of adult education programs.

Distance education provides flexibility to learners.

Challenges to remote learning: access, digital literacy skills, non-academic demands, and negative teacher attitudes.

Blended learning has been proven to be more effective for ABE learners than face-to-face or online learning.

Blended learning benefits: enable differentiated instruction, strengthen digital literacy skills, flexible programming, extended learning time, and improved monitoring of learner progress.

Blended learning challenges: access, inadequate funding, and negative teacher attitudes.