Own philosophy of teaching/ Learning using Digital technology For ALLN ( Blog 2)

Digital technology has become a tool for reaching greater numbers of adult learners and to meet their learning needs. In particular, e-learning is a tool in education to allow flexibility to fit into a learner’s available time schedule. E-learning is defined as learning facilitated by using computer-related technologies (Fletcher, Nicholas & Davis, 2011).  According to Davis and Fletcher (2010), their research contends that tertiary e-learning programmes often blend in use of digital technologies so that learning can take place both with or without the presence of the tutor (p.5). Compared to the usage of digital technologies for adults wanting to improve their Literacy, language and numeracy ( LLN) skills, the findings showed that digital technologies help alleviate some of the adults anxiety about LLN learning (Davis & Fletcher, 2010).

However the question arises; how successful e-learning has been in raising the literacy, language and numeracy skills of adult learners? It can be argued that digital technology by itself cannot increase the quality of learning experiences.

According to Garrison (2002), e-learning technologies increase the quality of learning experiences. I disagree to his statement. Being an e-learning practitioner for eight years has uplifted my ability and knowledge through blended learning such as face to face and online learning in the tertiary institute and now at the Corrections Facility using Moodle for delivering online courses to learners (prisoners).Considering my own philosophy of teaching as an e-learning practitioner, I believe blended learning which is face to face delivery and online learning has better outcomes than relying heavily on digital technology.

According to Wenger (1998), the individual is connected to social setting and negotiation of meaning includes identity formation as well as ideology formation which presuppose interaction with others. Social and cultural function plays a vital role in a classroom. It motivates and encourages students to participate and perform better. As Kanuka (1980) contends about ‘social determinism’ as one of the philosophy of technology. He further emphasizes the way uses of technologies are affected by social structures and social construction of technological arte-facts.

My philosophy of teaching is ‘progressive’. Kanuka in his article mentions progressive as one of the philosophy of teaching which focuses on personal growth, maintenance and promotion of a better society. While teaching, I always make sure that my lesson is based around curriculum and situation that relate to experiences of learners. As a teacher, one needs to organize, stimulate, instigate and evaluate the process of education and be the helper, encourager so that e-learning technology can be effective and facilitate a learner-centred environment. E-learning can motivate adult learners who have not been previously successful in literacy learning.



The image above shows that digital technologies such as e-learning in New Zealand have now been adopted by New Zealand schools, with ongoing government support.

Digital technologies work well for those learners who prefer working at their own time schedule, pace and place but needs to bear in mind the self-discipline.  E-learning is accommodating adult learners who cannot attend face to face tuition such as those in rural communities (Nash & Kallenbach, 2009). Learning materials online must be designed properly to engage our learners and promote learning to take place. Ally (2004) in his article noted that online learning systems can determine learners’ needs and expertise and assign appropriate materials for learners to select from so that they can achieve better learning outcomes.

In general, learners should be allowed to choose the appropriate strategy they can use to meet their learning needs. Some of the learning needs being access to textual materials, listening to audio materials or viewing visuals or video materials. As Ally (2004) mentions in his article that “appropriate application exercises should be embedded throughout the online lesson to establish the relevance of the materials” (p.23). Research suggested that the rapid pace of change towards digital technology challenges learners as they struggle to keep up with technology and related social changes. To conclude, more attention is required to better equip parents (adults) with the skills and self-confidence to assist their children as these parents have limited opportunities to engage with technology.

References:

Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson, & F. Elloumi, Theory and Practice for Online Learning (pp. 3-31). Athabasca: Athabasca University.

Davis, N., & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy. Wellington: New Zealand: Tertiary Sector Performance Analysis and Reporting, Ministry of Education, New Zealand Government.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

Garrison, D. R. (2002). Cognitive presence for effective online learning: The role of reflective inquiry, self directed learning and metacognition. Invited paper presented to the sloan Consortium Asynchronous Learning Network Invitational Workshop, Lake George, NY, September.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.
Nash, A., & Kallenbach, S. (2009). Making it worth the stay: Findings from the New England Adult Learner Persistence Project. Boston, MA: New England Literacy Resource Center.

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