Examining students’ attitudes toward blended learning in adult literacy and basic skills programs

Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary education. Barriers to learning that students encounter in LBS programs might be reduced through a blended learning instructional approach. Due to limited access to technology in LBS programs, little is known about attitudes of LBS students toward online learning. The purpose of this study was to investigate the attitudes of community college students at three LBS sites toward blended learning, perceived success in blended learning, and individual differences among students with respect to their attitudes toward blended learning. Over 90% of 149 LBS students (94 male, 55 female) who participated in the study agreed that they achieved success in the program; their learning needs were met through face-to-face class attendance, and they indicated that in-class communication with instructors and peers was important for learning. By comparison, 40% of students agreed that the online activities met their learning needs, and less than 25% of students agreed they could learn online effectively. Some students avoided online content due to their limited computer skills or because they viewed the content as unnecessary for course requirement. Students preferred face-to-face learning over online learning because they viewed the face-to-face format as encouraging, supportive, and collaborative. Students reported that more online learning opportunities were needed when they were not able to attend class or for support of specific learning skills. Age and time out of formal education was significantly and positively correlated with preference for face-to-face learning. Level of education was significantly, negatively correlated with preference for online learning.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education and Digital Technologies

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2016

Author dc:creator

• Markovich, Louise

Advisors dc:contributor.advisor

• Li, Jia
• Kay, Robin

• Blended learning
• Success
• Individual differences

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/647

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/647