We are spotlighting an article from the ProLiteracy research journal Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy. The journal publishes twice a year with research on basic and secondary education and transitions to college and career programs. Volume 2 Issue 1 of the journal will be published in April 2020.
“Blended Learning Program Development,” by David J. Rosen of Newsome Associates, explores blended learning and technology solutions for adult basic skills challenges. An excerpt of the article is highlighted below.
The focus of the Technology Solutions for Adult Basic Skills Challenges column begins with common challenges facing adult basic skills practitioners, expressed, for example, in the LINCS Integrating Technology group for which I am the moderator, in other LINCS groups, in my national and state conference or webinar presentations, or privately in face-to-face discussions or by phone or email. Solutions to these problems, at least in part through the use of technology, include: hardware such as desktop and laptop computers, smartphones, electronic tablets, VR goggles, and electronic whiteboards; and digital software applications such as websites, course management systems, learning management systems, databases, and apps for mobile devices. Each article begins with a challenge and examines one or more possible technology solutions.
Description of the Challenge
Blended learning is the integration of online learning with face-to-face learning. It is not just adding technology, or even adding online learning technology, to face-to-face learning, which is sometimes referred to as hybrid learning; true blended learning requires integrating face-to-face learning with online learning. Many adult basic skills programs have considered offering blended learning, and some have been trying to do it but have found that they need help with planning and program development.