Barriers to Effective Learning via Digital Technologies

There seems little disagreement in the literature that the use of digital tools in education has the potential to provide many benefits for adult learners in terms of improved access, flexibility in time and location, cost-effectiveness (in terms of travel and child-care) and opportunities for self-paced learning. There are also suggestions that using e-learning technologies can help motivate many adult learners to become second chance learners because literacy learning can be embedded into other courses such as computing. 

E-learning can also allow literacy learning to occur in unique and motivating ways that were not part of previous negative schooling that adult learners may have experienced (Davis, Fletcher, & Absalom, 2010).  A report by the Australian Institute of Social Research (2006) suggests there are few clear examples of ICT contributing to improved student outcomes but many documented examples of positive learning benefits that have resulted from the use  of ICT that “illustrate the potential of online learning” (p.10). These benefits include the students’ self-regulation of and active involvement in their own learning, improved communication between students and teachers and access to databases and resources.

What is the digital divide?

For some learners, however, there are considerable barriers to access and participation in e-learning initiatives. The term “digital divide” refers to the gap between those with access to computers, the Internet, and online information and those who lack such access. Used internationally, it refers to gaps between countries that have greater access to information and communication technology (ICT) and countries with lesser access. Although originally used to refer to inequality in physical access (home ownership of a computer or having internet access) it now also includes other factors that enable people to effectively use new technology such as skills, knowledge and social support and access to suitable fast speed broadband (Warschauer, 2010).

Australian and New Zealand Contexts

In an Australian report (Australian Institute for Social Research, 2006) which evaluated the barriers to e-learning opportunities for women, people with a disability and indigenous people, three main types of barriers were identified. These were related to connectivity, capability and content. The greatest deterrent was connectivity: problems with technology and access to the internet and bandwidth (especially in more remote areas), costs related to internet access, the speed of software, and access to up to date equipment. For learners from lower socio-economic groups, connectivity costs, lack of knowledge and confidence in using ICT, and poor literacy skills, all combine to make connectivity a major barrier. While technology is changing literacy practices, poor literacy skills themselves can act as a gatekeeper for accessing technology and using it fully.  Content barriers were identified in the study as those related to the subject content and how these are translated to online learning and the skill and knowledge of educators in providing suitable content for online learning. Capability barriers, which include learner skills, confidence, and recognition of the value in using the internet, are believed to also impact on whether learners can utilise the potential of e-learning. 

New Zealand statistical data supports the existence of a digital divide and reflects international research, which suggests that the expansion of information communication technologies is mainly utilised by households with higher incomes, and households whose members have formal educational qualifications. In Australia and New Zealand, less reliable and more expensive access to digital technologies for those in rural areas compounds this issue.

There are also suggestions (Davis and Fletcher, 2010; NZCER, 2004) that learners from particular cultural backgrounds (such as Maori and Pasifika) may experience their own barriers to e-learning and would benefit from developing e-learning strategies and resources that fit best with their cultural values and practices.  

Digital and Social Divides

It is apparent in our secondary schools that there are still significant numbers of students who do not have computers and/or internet access at home. Migrant and refugee families, in particular, are less likely to have access to digital technology and the knowledge and skills to use them. While students can get access to digital technology at school this is not as readily available as it could be in terms of access when they need it (e.g. homework projects, research) and in many cases, they lack the literacy and technological skills to use any access time effectively without assistance. Without access to either mobile technologies or internet for participation in class blogs and other social media, the digital divide also becomes an instrument of social exclusion preventing these students from participating in the social on-line interactions favoured by their peers.

Conclusion

It would seem that it is the individuals who have the greatest need for access to digital technologies for learning and employment that are the least likely to have computer and internet access at home. However, simply making technologies and e-learning opportunities available will not automatically lead to students becoming self-directed and autonomous learners. More than ever, effective on-going support, as well as digital literacy skill development, is needed if the potential of digital technologies are to be realised in education.  While e-learning and digital technologies have much to offer the adult learner in terms of flexibility and access, and personalised learning, they are not likely to result in positive benefits unless sufficient ongoing support is provided.  Blended learning approaches that provide a combination of face-to-face and online delivery would seem to enable educators to respond to learners’ needs and provide the necessary technical and learning-related support. In addition there needs to be consideration of cultural relevance and how online learning programmes fit with learner aspirations and values.

References:

Australian Institute for Social Research. (2006). The digital divide: Barriers to e-learning.: University of Adelaide. Retrieved from http://www.umic.pt/images/stories/publicacoes/barriers_digitaldivide.pdf

Davis, N. E. & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy: Summary report. Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/tertiary_education/7697

Davis, N. E., Fletcher, J., & Absalom, I. (2010). E-learning for adult literacy, language and numeracy: a case study of a polytechnic. Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/tertiary_education/76970

New Zealand Council for Educational Research. (2004). Critical success factors and effective pedagogy for e-learning in tertiary education: Background paper for ITP New Zealand. Retrieved from http://elearning.itpnz.ac.nz/files/NZCER_Final_Report_Critical_Success_Factors.pdf

Snyder, I., Jones, A., & Lo Bianco, J. (2005).Using information and communication technologies in adult literacy education: New practices, new challenges. Retrieved from  NVCER website http://www.ncver.edu.au/publications/1608.html

Warschauer, M.(2010). Digital Divide. Encyclopedia of Library and Information Sciences, Third Edition, 1: 1, 1551 — 1556. Retrieved from http://www.gse.uci.edu/person/warschauer_m/docs/digitaldivide.pdf