Leapfrogging Over the Status Quo: E-Learning and the Challenge of Adult Literacy.

Autor/in	McCain, Mary
Institution	Jobs for the Future, Boston, MA.
Titel	Leapfrogging Over the Status Quo: E-Learning and the Challenge of Adult Literacy.
Quelle	(2002), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Basic Education; Adult Literacy; Computer Uses in Education; Delivery Systems; Educational Planning; Educational Research; Educational Strategies; Educational Technology; Government School Relationship; Guidelines; Instructional Development; Instructional Materials; Literacy Education; Literature Reviews; Marketing of Education; Material Development; Online Courses; Publicity; Reading Skills; Skill Development; State of the Art Reviews; Strategic Planning; Student Financial Aid; Web Based Instruction + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Computernutzung; Auslieferung; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Unterrichtsmedien; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Lehrmaterial; Lehrmittel; Lehrmaterialentwicklung; Online course; Online-Kurs; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Entwicklungsstand; Strategy; Planning; Strategie; Planung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Web Based Training
Abstract	E-learning's potential for responding to the challenges of adult literacy was explored through a review of research and input from program managers, developers, and funders. The study identified adult literacy e-learning products, programs, and resources that are available or in development. Challenges to greater use of technology in adult literacy programs were identified, and the following strategies for overcoming them were recommended: (1) expand the market for development and dissemination of e-learning technologies for low-literacy learners by focusing on target user groups; (2) leverage the public policy and federal role in program development; (3) strengthen dissemination channels; (4) ensure that efforts to reach scale and expand markets address potential users' limited awareness of the potential value of e-learning products; (5) encourage the federal government to design and fund short-term action research initiatives and demonstration projects to strengthen the base of evidence supporting the most promising applications of e-learning technologies for low-wage skill learners in targeted markets; (6) provide incentives for user groups to pilot new projects; (7) increase financial resources available for individuals to access e-learning opportunities through grants, loan, and financial aid programs; and (8) invest in building the technological awareness and capacity of targeted institutions providing education and training services to low-skill adults. (Lists 20 resources.) (MN)
Anmerkungen	For full text: http://www.jff.org/jff/PDFDocuments/Elearning.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC