Elearning Readiness of Facilitators and Learners in Adult Literacy Programmes: A Mixed-Method Enquiry

Autor/inn/en	Akintolu, Morakinyo; Letseka, Moeketsi; Olugbara, Cecilia Temilola
Titel	Elearning Readiness of Facilitators and Learners in Adult Literacy Programmes: A Mixed-Method Enquiry
Quelle	In: Journal of Educators Online, 20 (2023) 3, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Electronic Learning; Learning Readiness; Adult Literacy; Adult Students; Adult Educators; Foreign Countries; Student Attitudes; Teacher Attitudes; Educational Technology; South Africa + Suchen Sie Ihr Suchwort? Lernbereitschaft; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; Lehrerverhalten; Unterrichtsmedien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Numerous projects and programmes for adult literacy have been undertaken in developing countries in the past years, so it comes as no surprise that the fundamental problems and the global statistics on literacy have not changed even slightly in a country like South Africa. The present study examines the elearning readiness of adult facilitators and learners involved in adult literacy programmes and has these objectives: examine facilitators and learners on the use of technology in the adult literacy programme, investigate the use of technology for elearning in adult literacy programmes, and ascertain the extent to which elearning can motivate learners to learn. The study was underpinned by the Technology Acceptance Model (TAM), whereby a convergent mixed-method approach was adopted in which quantitative and qualitative data were collected simultaneously, analysed separately, and interpreted. Data were collected through questionnaires and semi structured interviews from 120 adult learners that were randomly selected, and ten adult facilitators conveniently selected from the literacy centres in KwaZulu-Natal province of South Africa. The study recommends that adult literacy centres should be equipped with relevant ICT gadgets to enhance adult literacy programmes and all adult literacy education stakeholders should be involved in the implementation process. Additionally, the government should make elearning an area of focus for a future literacy programmes. (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01