The question a colleague posted is:
I am wondering if anyone has found any research conducted in N.Z. with Foundation learners (Adult LLN learners in LLN courses or Level 1-3 courses) showing use of Web 2.0 tools and benefit for learners. Benefit being positive engagement with the course, increased LLN levels and/or positive spin offs with social and/or work goals. What was the Web 2.0 tool and how was it used?
Some adult LLN foundation courses have been using Web2.0 in their programmes.
The most common and familiar Web 2.0 application are blogs (Wolf, 2010). The definition of a blog, according to the Oxford English dictionary is: ‘a frequently updated website consisting of personal observations, …and usually with hyperlinks to other sites; an online journal or diary” (Oxford University Press, 2008).
During my investigations, I have found that adult LLN learners have been using blogs as a reflective journal by documenting and evaluating their past week’s activities such as research projects based on market research of iphones. These students had to search the web for information and then recall what they had discovered by documenting their finding on the blog. Their peers could look at their work and pass comments. This is a form of a collaborative learning style which is a philosophy that I have adopted because this active, collaborative learning is part of my pedagogical values of constructive learning and that through the use of technology, new possibilities can be offered to students.
Initially some students found difficulty in understanding the Web 2.0 technology, the brief as well as expressing themselves while reflecting on what they had done. But with peer support, answering questions, giving ideas, feedback from questions and concerns that they have with their own research, it gave the individual adult learner more confidence and self-efficacy. These students were also building content for the course itself. Hamilton (2006) states that online learning tools are "basic, communication tools that has gradually been happening over the last 20 years, is part of a bigger paradigm shift in our understanding of learning as part of situated social practice" (p. 1).
Bandura's Self – Efficacy
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For the lecturer, it brought about consistency and quality of teaching when adding all names of those adult learners in the various classes because the lecturer was able to see all blogs, reflections and content.
Reference
Hamilton, M., Hillier, Y., & Tett, L. (2006). Introduction: social practice of adult literacy, numeracy and language. Adult literacy, numeracy and language : policy, practice and research , ch. Maidenhead : Open University Press.
Oxford University Press. (2008). Oxford English Dictionary. Oxford: Author.
Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & development. 29(5), 589-602. England: Routledge. http://dx.doi.org/10.1080/07294360.2010.502292
Hi Ethni
ReplyDeleteWolf's study was with university students. You describe investigating students using blogs- what study was this? Were they foundation literacy students?
Although Wolf's studies referred to were university students, I did my enquiries with a foundation learning practitioner and a foundation learner here in Auckland. The practitioner stated that this year they used blogs and that she found that it helped her because the learners did the investigation and commented on their findings. The learner expressed that although she did not find the technology and the method of blogging difficult because she is an avid Facebook user, she enjoyed helping her peers find information and commenting on their blogs.
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