05. Conference Proceedings & Working Papers
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Browsing 05. Conference Proceedings & Working Papers by Subject "Adult Education"
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PublicationThe Blurred Line Between Mathematical Anxiety and Dyscalculia and the impact on Adult Learners' Academic Performance: A Case Study for Namibia Open and Distance Learning( 2019-09)There is an increasing global emphasis on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, particularly i n the era of the 4th Industrial revolution. However, how is this possible for adult learners to accomplish their lifelong learning endeavors if they are struggling to pass subjects like Mathematics at higher learning institutions? Mathematics is one of tho se subjects which most of us have a natural in - born fear of, and our academic performance is negatively affected by this fear and anxiety that is associated with it. The aspect of Dyscalculia , a learning disability that is associated with Mathematics, has never been researched within the Namibian context. S ince very little is known about this Mathematics learning di sability , it is almost impossible for early identification and screening to take place at Namibian schools and Universities. This lack of e arly identification and screening not only affects the individual’s academic performance, but also their employment prospects and lifelong learning endeavors. Against this background, this case study will focus on eliminating the misconceptions related to Mathematical anxiety and Dyscalculia as a learning disability and propose appropriate Mathematics learning support strategies . The findings will be presented and the case study will enable the researcher to create awareness about Dyscalculia and the import ance of early identification and screening at Namibian Open and Distance Learning institutions. This desktop study is not solely focusing on one Open and Distance Learning institution within Namibia, but rather provides a holistic overview of the challenge s that the Namibian Open and Distance Learning sphere is facing currently, particularly with regard to Mathematics, and how we can address this. //Paper ID 64 -
PublicationCommunity Based Learning And Outreach For Development: Factors Influencing The Urbanite Woman Learner Participation In Mass Literacy Programme, Accra, Ghana( 2010-11)Adult learner participation is indispensable to the overall access and success of a community based learning and outreach for development programme. The University of Ghana, by policy, is promoting the formal, informal and the non-formal community based learning programmes. It collaborates with the Social Welfare and Ministry of Education’s Non-Formal Education Division (NFED) especially in the non-formal programme. Most of these community-based programmes are located in urban areas as the one in this study. In some communities, patronage of the programme is very high, whiles in some areas patronage is low. NFED is referred to as the Functional Literacy Agency (FLA) in this study. // This exploratory study, focusing on the non-formal programme, has for its objectives to capture and evaluate the internal and external factors that influence the Urbanite Woman Learner Participation (UWLP) in Mass Literacy Programmes (MASSLIP) run by NFED, further, use factors to create models for enhancing UWLP.
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PublicationDeveloping vocational skills with embedded literacy and numeracy in second-chance adult learners( 2013-11)Technical and vocational education and training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. TVET is becoming a priority as more people achieve basic education, and then need to achieve employment skills to be able to work and live in their communities, and adapt to rapid economic, social and technological changes. However, literacy and numeracy assessment indicates that 40 per cent of those employed in New Zealand lack the necessary literacy and numeracy skills to participate in a knowledge society. There is, therefore, a need for programmes that build vocational and literacy and numeracy skills. Research shows that literacy and numeracy activities related to employment are more effective than generic literacy and numeracy training, if they are tailored to vocational contexts. // The Open Polytechnic of New Zealand successfully develops foundation skills in second-chance adult learners in New Zealand communities and prisons. The programme builds confidence, focus, commitment and a positive outlook; develops communication, problem solving, interview and budgeting skills; and helps learners to identify their strengths, learning needs and career and training goals. At the same time, the programme embeds literacy and numeracy. Keys to its success are engaging print materials with images and appropriate vocabulary, and one-to-one mentoring by trained staff from specialist partner organisations. // In 2013, the Open Polytechnic added a new programme to follow its foundation skills programme to assist learners to build skills towards selected vocational courses, while still building literacy and numeracy skills. Through the programme, learners understand their own strengths and interests and then select one of five vocational areas to study in more depth. // This case study outlines the Open Polytechnic of New Zealand team’s experience in developing this programme. The challenges that have been overcome include how to meet the needs of second-chance learners while working within the constraints of the New Zealand Qualifications Framework, and designing and developing learning materials to support low literacy learners. It will also describe the learner support model to offer a blend of self-paced distance learning and individual coaching. The case study also shows that the model can be cost effective by using existing physical infrastructure in communities and prisons, and thus being able to invest in individual support. The authors will share stories form learners studying on the programme and conclude with recommendations for others offering distance programmes to build and literacy and numeracy vocational skills, especially for adult learners in communities and prisons. // Paper ID: 160
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PublicationEducation Beyond Barrier: A Case Study on the Aged Learners of KKHSOU, Assam( 2019-09)Assam being one of the states in the Northeast region of India, occupies a distinct place in the field of education. From the last decade distance education system of Assam has become popular among the people of the state, especially for those who are working or are engaged in the household works and the elderly persons who are eager to enroll themselves for a course. Krishna Kanta Handiqui State Open University (KKHSOU) primarily focuses on women education and adult learners who could not complete higher education and who hailed from far flung remote areas and living in other disadvantageous conditions. KKHSOU with an approach of flexible learning options offers different courses to adult learners with educational tools including learner friendly Self Learning Materials (SLM), mobile apps, various online support system, counseling sessions, continuous assessment, workshops and seminars. Against this background, this paper examines the determinants of adult learner’s enrolment into KKHSOU in Assam. The objectives of the study are to determine whether demographic factors like occupation, income and gender influences adult learners to enrol into KKHSOU; whether geographical factors influence adult learners to enrol into KKHSOU; to examine the “push” and “pull” factors to influence adult learners to enrol into KKHSOU. The sample of the study considers adult learners (above 50 years) from both Bachelor and Master degree programme of KKHSOU from its inception. The sample has been selected through judgmental sampling technique. An 18-item questionnaire named “Determinants of Adult Learners Questionnaire” (Balami Y.G and Sakir A, 2014) and questionnaire instrument based on pushes and pulls has been (Wallace L,1996) administered to examine the reasons for a adult learner to enrol itself in the courses of KKHSOU. Descriptive and analytical statistics has been used to analyse the data using SPSS 20. //Paper ID 161
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PublicationEffective Management and Application of ICT towards the Accessibility to Learning for Development in Distance, Collaborative and E-learning Among Working Adult Learners in Tertiary Education in the Malaysian Public Universities( 2008)PCF5: Cross-Cutting Theme // Purpose – This research is attempts to examine the effectiveness of the management and application of ICT facilities for working adult learners accessing the distance and collaborative teaching and learning opportunities for development by attending the off-campus diploma and degree programs offered in the Malaysian public universities. Effective management of the state of the art ICT and e-learning platform plays an important part in the successful implementation of distance, collaborative and e learning for the working adult learners. Andragogical approaches in the teaching and learning process with the application of ICT culture would create intelligence, academic excellence and quality work life of working adult learners. The working adult learners’ demographic factors, such as age, gender, academic, professional achievement and working experiences are also taken into consideration. // Design/ methodology/ approach – Six dimensions of distance, collaborative and e learning andragogical approaches in the teaching and learning (ICT accessibility and e-learning management domain, demographic domain, adult learners’ learning culture, environment, external domain and learners’ efficacy) were examined to determine the effective management and application of ICT towards the accessibility to learning for development in distance, collaborative and e-learning for working adult learners. // Finding - In general, there is a significant difference among factors stated above with effective management and application of ICT in distance, collaborative and e learning among the working adult learners. The andragogical approaches in teaching and learning are also closely related to the managerial skills in distance, collaborative and e learning of working adult learners. In addition, the course tutors and instructions are another two essential factors found to be the strong fundamentals of successful implementation of distance, collaborative and e learning for the working adult learners in Malaysia. // Research limitations/ implications – This study represents an addition to the extant literature on management and application of ICT platform in distance, collaborative and e-learning for working adult learners in Malaysian tertiary education and working adult learners’ efficacy in the usage of ICT in creating intelligence and academic excellence. // Practical implications – The tutors’ effective management in the application of ICT and elearning platform is important to inculcate the working adult learners’ teaching and learning environment for academic excellence and achievement couple with the accessibility to learning will spur further the successful implementation of total e learning perspective. // Originality/ value – This study provides further groundwork to assist existing and would-be tutors, academia and education managers to improve ICT and e learning platform and accessibility for learning, their work quality and quality of life among the teaching staffs and working adult learners to achieve high standard of civil obligations by maximizing intelligence and academic excellence among working adult learners. // Paper ID 282
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PublicationEffectiveness of Mobile Learning to Improve Letter Writing Skills Through Scaffolding Using WhatsApp – A Study on Working Adults( 2019-09)Mobile learning has made a huge impact on technology assisted learning and research during the last two decades. However, a need exists to focus attention on adult learners who are restricted from accessing the conventional learning process due to lack of time and other family/official responsibilities. According to available literature on mobile learning, (Ling, Ahmad, & Hashim, 2018; Elaish, Shuib, Ghani, & Yadegaridehkordi, 2017; Traxler, 2017) teaching English as a second language to working adults using m-learning has not been researched and this study intends to contribute to knowledge in this context. // This study was carried out using an exploratory research methodology. Interventions were designed as individual/group work and tests by the researcher to sustain the m-learning process with scaffolding. A convenience sample (n=62) of government workers aged 25 to 45 was used with the application of mixed method. Brief questionnaires were used as mode of ratings, with proficiency and progressive tests. In addition, questionnaires, observations and structured interviews together with unstructured interviews in the form of personal conversation were administered for data collection. A Mobile Learning Environment (MLE) facilitated by WhatsApp was used as the communication interface with access to web-based Google forms. The MLE was used to write letters and revise grammar/vocabulary. The results revealed that while m-learning helped them learn at ease, major barriers such as the inability to find time to participate in a conventional class and low self-confidence can also be overcome using mlearning. The learners were able to maintain their participation by adapting study time to suit their free time. Interventions proved to be effective multimedia facilities that could be easily accommodated in the MLE. Further, analysis of tests showed a considerable improvement. // Limitations such as less mobile literacy, time constraints, and lack of confidence did not hinder the progress of the study. // Paper ID 156
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PublicationEnhancing On-Line Teaching and Learning – Learners’ Feedback for A Strategic Management Module( 2016-11)In an ODL setting, engaging learners become very challenging especially for those who have not been exposed to this type of learning before. Many people assume that because most ODL students are adult learners, they are independent and can easily survive on their own. However, high attrition rates, high failure rates and the small number of learners who actually graduate with high academic performance tend to negate this assumption. The question thus arises of how we can enhance our teaching and learning and assist learners in their studies. What can be done to engage them and help them understand their subject matter better? What would attract them and get them to apply the principles that they have learned? What can be done to increase their critical thinking skills so that they would be able to meet expectations? What would help them learn better in their limited available time? This research focuses on these questions by using a strategic management module as a testing ground to get feedback from learners in OUM Business School. A group of learners were given access to the module and the feedback received analysed using thematic analysis. Results of the study show what learners prefer and what could be better improved to enhance teaching and learning in the university. // Paper ID 565
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PublicationEnrolment Motivations and Institutional Attachment of 30+ Age Bangladeshi Women at Distance Learning Programs( 2016-11)Due to the advancement of technological development in medical science and wider facilities and awareness for lifestyle modification, have bring tremendous change in older women. With the increase of life span, women’s desire for self-identity and recognized status has been developed. The purpose of this study is to understand and measure the motivation of 30+ women’s enrollment in distance education through Bangladesh Open University. Although programs of distance education meet the needs of adult learners who work and who have the career and family responsibilities (Tucker, 2000) it has been observed that most of the women who enroll in open learning programs in Bangladesh Open University , are 30+ years old. Many of them have household production matriarch. They have a major responsibility in the realm of running the household and managing its day-to-day requirements (e.g., cooking, cleaning, and child care, paying bills, and supervising home repairs) (Knowlton & Thomeczek, 2007). This group is between 30 and 60 years old and they have different perception and motivation from those whose age is suitable for traditional formal education. They have their own unique nature educational needs which bring them close to distance education and motivate them to continue education in this age after a break of certain period. // Paper ID 8
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PublicationThe integration of ICTs in the learning and teaching of science at Namibian College of Open Learning( 2013-11)The Namibian College of Open Learning (NAMCOL) is a state funded educational institution which provides educational opportunities for adults and out-of-school youth. Learners’ enrolment for science subjects increased over the past years, 9 060 learners enrolled for Biology and Physical Science at Ordinary level in 2011 compared to 8 223 learners recorded in 2010 (NAMCOL, 2011). // Over the past 4 years, certain subjects have been identified as target subjects in which additional teaching and learning resources are developed so as to enhance the learning and understanding of the subject (NAMCOL, 2010).To this effect, during the 2011-2012 academic year, the College spent over N$ 1.4 million in producing e-lessons, radio, television lessons and establishing computer laboratories in various towns in the country (NAMCOL, 2011). For the past two years NAMCOL has trained tutors on how to access and utilise the web based lessons. Tutors are also trained on how to retrieve information from the internet and develop own teaching materials. Participants in this study are grade 12 learners studying Physical Science and Biology at NAMCOL centres in Windhoek, Keetmanshoop, Rundu and Ongwediva. These centres have been selected because they offer NSSCO science subjects and have computer laboratories on the premises. // This paper present assessment on the extent to which the Information Communication Technologies (ICTs) have been integrated in the teaching and learning of science subject at the NAMCOL centres. // The paper will present the finding of the study on the following questions: 1.How do tutors and learners perceive the integration of ICTs in the teaching and learning of Science subjects at NAMCOL centres? 2.What challenges are experienced, which impede the integration of ICTs in the teaching and learning of Science subjects at NAMCOL centres? // Paper ID: 440
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PublicationLessons from Reviews of Lifelong Learning Policies in Namibia( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // This paper is a document analysis of students’ assignments who studied a course on Policy Studies in Adult Education and Lifelong Learning offered at an undergraduate level, Bachelor of Education (Lifelong Learning and Community Education) at the University of Namibia. The aim of the document analysis was to dissect if there is an answer to the research questions on whether Lifelong Learning policies in Namibia accurately translate what their legislations provide for. The study was qualitative in nature as it interrogated eighty-one voices presented in assignments submitted for assessments over the period of three years (2019 – 2021). The analysis of cohorts’ responses over the years was documented by the educators to find out if they demonstrate a deep-rooted insight into policy development, policy implementation and evaluation and the relationship between policies and legislations. The findings from the three cohorts increased trustworthiness because of resource triangulation that enhanced the guard against bias. The main findings were that in reviewing Lifelong Learning policies, the student developed the necessary understanding that policies derive from legislations and serve as the basis for operationalizing or translating those laws and rules into practice. Additionally, they learned about policy development and policy review as well as best practices in operationalizing laws into policies. However, they failed to see connections between some of the Enabling Acts that were from other sectors rather than education. In conclusions, it was understood that when the policy is developed without it being anchored onto an Act, it creates chaos and uncertainty. In reverse, when the Acts are not comprehensively operationalized through policies, procedures, and guidelines, it also creates chaotic environments. // Paper ID 4839
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PublicationMaximising Mobile Applications for Cost-effective Training in Africa: Evidence from an Empirical Investigation( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This study examined the use of a mobile application to train facilitators of adult literacy with a view to exploring the possibility of providing cost-effective facilitator training, as against regular training programmes which incur several additional costs for venue, feeding, production of training manuals, honorarium, accommodation, subsistence allowance, among others. This has been a reason for which facilitator training has become a neglected field in most African countries, especially Nigeria. The study adopted the pretest-posttest control group, quasi-experimental design, and selected 66 adult literacy facilitators using a multi-stage sampling procedure. Two research questions were raised and analysed using frequency count, mean and standard deviation. Results revealed that it is cheaper to train using the mobile application compared to conventional face-to-face training method; and that participants in the experimental group who used the Mobile Training Application performed better than participants in the control group who went through the conventional training. Recommendations were made based on these findings that awareness could be created among adult literacy facilitators about this innovation of the mobile application for training. Also, the government, as well as other organisations interested in the training of facilitators, such as UNESCO, could be encouraged to adopt this cost-effective means to train facilitators of adult literacy in Nigeria and other African countries. // Paper ID 6581
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PublicationMotivation, Experience and Satisfaction Among Adult Learners with Fully Online Web-Based Courses( 2016-11)The purpose of this paper is to explore the correlation between motivation, experience and the level of satisfaction among fully online adult learners in an Open Distance Learning (ODL) institution. These attributes is commonly studied separately to examine the level of its influence among online adult learners but infrequently collated as one in a study. Based on this, a survey was carried out to adult learners who are currently undergoing Bachelor of human resource and tourism management courses that are fully online. A structured questionnaire survey was used in data collection using Google Drive as the platform to distribute. Overall, 69 online students completed the survey. Although the sample is relatively small and may not contribute significantly to the literature, it does provide an essence to the institution of research as the fully online courses offered by the university are relatively new. Research from this viewpoint, shows that learners are highly motivated with the concept of online learning mainly agreeing that fully online courses allows them do well in class providing if the materials are studied appropriately. However, their experience and satisfaction with the fully online platform does not match the high level of motivation. Contributing factors to the dissatisfaction would be the limit of personal interaction and reliance on own self-discipline. Generally, the respondents showed an average level of satisfaction with the fully online courses. Nonetheless, flexibility of location and time provided by fully online learning remained to be the top reason for satisfaction. The implication of these findings discusses how instructors and course designers provide the necessary technical support to fully online learners in managing their level of motivation and satisfaction. // Paper ID 557
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PublicationThe “New” Net Generation: Writing Development of Creole-Influenced Adult Learners within a Virtual Learning Environment( 2019-09)Historically, the term “net generation” refers to a younger group of individuals who grew up exposed to computerbased technology (Tapscott, 2008). Realistically, increasingly more adult/mature learners today are turning to the net, and growing up with it, in their pursuit of professional development (Allen & Seaman, 2014). Therefore, the digital space is no longer just for the young; adult learners are developing an ease and dexterity with it in their bid at educational advancement. However, given the hectic lifestyles of so many of today’s adults, those who wish to engage in further studies are finding it rather difficult or inconvenient to go to a physical brick and mortar location for classes. As such, easier access to higher education via virtual learning environments (VLEs) is becoming more attractive, especially to adult learners within the Anglophone Caribbean. The downside, however, is that English, the language of academic currency, poses a challenge to a majority of adult learners, who are themselves predominantly Creole speakers (Moore & Lewis-Fokum, 2016). Furthermore, upon acceptance to a higher educational institution these adult learners struggle with academic writing, which prevents them from actualizing their potential. Given this context, in this paper I use a case study approach to examine the writing development of selected graduate students from the School of Education, UWI, Mona, who engaged with a VLE to improve their writing and to meet the writing expectations of the institution’s academic discourse community. By tracing the learners’ stories – from interviews and archived documents – findings suggested that they experienced degrees of transformation as writers within a VLE. These findings, upon analysis, indicated relevance for policy, practice and theory for higher educational institutions within the Anglophone Caribbean. Further, this paper adds to an underexplored area, writing transformations of online graduate students operating within Creoleinfluenced contexts and VLEs. // Paper ID 266
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PublicationOpen and Distance Learning (ODL): Experiences from Biology Learners of the Distance Learning Institute, University of Lagos( 2016-11)This study examined a survey of the challenges facing Biology learners in Distance Learning Institute, University of Lagos. The study was conducted using qualitative and quantitative approaches. The population of study comprised all Biology Education learners while a sample size of one hundred learners was obtained using stratified random sampling technique. Data was collected using structured questionnaire. Frequency table, bar charts and percentages were the main descriptive statistics used to analyze and present the results. Findings showed that a large percentage of learners (85%) do not have the technological know-how for the electronic mode of the program, there are lapses of effective interaction between the learners and facilitators. The study recommended that the learners’ support unit should be empowered to train and retrain learners who are digital immigrant adults on the e-learning mode. The system need to encourage effective interaction and feedback mechanisms between learners and facilitators. // Paper ID 95
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PublicationPolicy Interventions and Alternative Learning Pathways: Foundation Level Workplace Training Programmes( 2019-09)This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund which enables around 7000 employees a year to complete a 25 to 80-hour learning programme, usually in their workplace and in work time. The paper also describes what happens in workplaces while programmes are underway and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). Overall these skills are those that individuals need for learning, life, and work in the 21st Century.// Paper ID 83
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PublicationShould They Be Excluded? Adult Education and Adult Persons with Disability in Swaziland( 2010-11)One of the guiding principles governing Special Education in Swaziland is that education programmes shall be designed and offered to children with special needs such as physical disabilities, visual and auditory impairment, mental disabilities, social and behavioural problems as well as gifted children. Conversely, very limited special needs education is provided in Swaziland to both the young and old people with disability. There are only three Special Education schools namely; Ekwetsembeni which takes care of the mentally - handicapped, Siteki School of the deaf and St Joseph’s, which caters for other physical and learning disabilities. Worst still, this principle completely excludes adult persons with the same disabilities which are clearly spelt out by the same guiding principle, thus depriving them of the opportunity to acquire education. Without education, disabled adult persons in Swaziland continue to be marginalized, discriminated against and excluded from mainstream activities. Using life histories of disabled adult people, this paper raises awareness on the plight of the disabled adults in Swaziland. It demonstrates that most disabled adult Swazis live under very deplorable conditions. The paper further examines the purpose and objectives of adult education in the development of the Swazi nation. It also suggests ways through which the livelihood of adult disabled persons could be improved. Amongst the suggestions made, Adult education is given as the last hope for adult persons with disability.
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PublicationThe Struggle for Adult Learning and Education Policy: A Ugandan Experience( 2019-09)Historically Adult Learning and Education (ALE) has been marginalised, relative to other forms of education provision like schooling and tertiary education. This is more so in developing countries like Uganda. Given the development challenges in these countries and their commitments to SDGs, the neglect of ALE becomes a problem of equity and social exclusion. One of the key indicators of this neglect in Uganda is the absence of policy for ALE. In this paper, we discuss struggles for ALE policy over time and what all that means for the discipline of ALE and national development agendas. The discussion and analysis is informed by experiences from other African countries. The emergent themes that define the current debate of ALE revolve around the recently enacted Uganda National Adult Literacy Policy. In spite of the noted achievements, there is still vacuum for ALE policy. All of this leads to social exclusion and marginalisation. While findings further show a mixture of hope and resignation, there was also much shifting of blame by different actors. The paper concludes by recommending strong coordination between stakeholders in ALE, informative research and policy briefs by academia and consistent engagement with civil society and government bureaucrats to push through the policy on ALE. // Paper ID 231
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PublicationTeachers' Experiences in Educational Multi-Media Content Development: the case of Tanzania’s Institute of Adult Education( 2013-11)This paper is an academic observation of an Educational Multimedia Content development-training programme funded by the Commonwealth of Learning (COL) in Tanzania. This project focused on skills development in script writing and in radio and video programme development, aimed at transforming selected subjects from text to multimedia content. The ultimate objective was to enable better and easy understanding of the lessons, for Open and Distance Learning learners. A group of 25 teachers from the Tanzania’s Institute of Adult Education participated in the training and development of the programmes. In this paper the author shares the new and exciting experiences of teachers on adding such skills to their professional career, as the development of these programmes. Author’s own participation and interviews with peers in the project were employed as methods of data collection. A total number of 13 videos and 12 radio programmes were developed over the span of six months. Five school subjects were covered, namely: English, Mathematics, Biology, History and Geography. Some of the challenges encountered in developing the programmes included: difficulties in developing a video idea from the textbooks; working as a group online in collaboration with the training consultant in another country especially in script development; memorizing words (as actors playing in the productions) and saying it on camera; and time constraints (working under pressure). The author recommends to African nations and educators in other parts of the world to access these multimedia-learning programmes online since they are OER, and to use them in their context. The video and radio programmes reflect the Tanzanian context to some extent, but most of the lessons are general for use by any country. The paper concludes that skills development on technological innovations among ODL teachers in both formal and non-formal education system is essential towards attaining EFA goals. // Paper ID: 389
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PublicationUntitled( 2010-11)Global economy and technology are two of the factors shaping the learning process in the world today, their effects on the nature of adult learning are staggering, adult learners realize that they must continue their learning past formal school system in order to function at work, home and in their communities. There is always a need for new knowledge and updating absolute knowledge. For Adult learners, going back to school is often scary, exciting or a challenge after years of being out of school. Often times without number, adult reading disability comes to light when the time of studying and frequent writing of assignments arises. // Learning disability is an “umbrella” term describing a number of other specific learning disabilities: Dyslexia, Dyscalculia, dyspraxia, and so on. An adult’s disability could be as a result of poor vision, hearing, emotional disturbance, short memory span. There often appears to be a gap between an individual ‘s potential and actual achievement, learning disability is often referred to as ‘hidden disability’ Nevertheless it is a lifelong challenge which cannot be cured but with appropriate support and intervention, people with learning disability can achieve success in school, at work and all other areas. // This study will be limited to reading disabilities in adult learners.
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PublicationThe use of technology at the Institute of Extra Mural Studies of the National University of Lesotho to transform teaching and learning( 2013-11)Despite the recognized need of provision of adequate and relevant technological support for distance learners, the Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) faces an enormous challenge of inability to offer learners relevant and desirable technological support. IEMS is mandated to widen access to educational opportunities through distance education. Distance education (DE) is a mode of delivery used as an option to provide education to those learners who have not had an opportunity to enroll for full-time conventional education. This mode of learning separates learners from the teaching institution as well as deprives them of regular contact with their peers (KOUL & Bhatt 1989:12). Therefore, distance learning institution have an obligation of affording learners relevant support to assist them cope with challenges resulting from the mode of learning they have opted for. // An empirical investigation was conducted to identify the quality of technological support offered by the institute to enhance learning. Focus groups discussions were conducted with academic staff and learners. Findings from the study revealed that learners did not have any access to computers either at the main center or regional centers. Primarily, dissatisfaction was raised with regard to the institution failure to provide necessary technological support to learners. In addition participants also stated that IEMS did not equip them with technological skills to prepare them for the world of work. // Paper ID: 272