Engendering Digital Learning to Enhance Online Interaction in Continuing Education

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Date
2022-09
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Commonwealth of Learning (COL)
Abstract

PCF10 Sub-theme: Inspiring Innovations // Skill building for increased employability, relevance at work or for promotion drives continuing education through flexible learning modes such as digital learning. However, digital learning research continues to focus on formal learning institution, where technologies and learners are more sophisticated than in continuing education. Participants demonstrate gendered differences in ability to access and use online tools and platforms, exacerbating marginalization and lack of inclusiveness. In our training sessions, men dominated: the triple roles of women and girls, access to technology and perception of social position resulted in lower levels of participation during plenary, and in ranking of overall. training experience. Subsequent training utilized synchronous and asynchronous innovations- including heavy use of chat, spider web discussion, pairing of participants to brainstorm before joining breakaway groups, integration of WhatsApp and group email for mobile-based assignments and to preview learning material. Assessment of difference in access and participation was based on length of attendance in sessions, use of feedback streams, and post training evaluation. Results indicate that use of multiple approaches positively impacts on attendance and interaction, and leading to higher attainment of learning goals. These findings show that engendering digital learning technologies facilitates inclusion of technologically disadvantaged learners in informal, low-support settings. // Paper ID 8694

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Subject
Gender,Non-Formal Education,Innovation,Course Design,Pedagogy,Online Learning,Continuing Education
Country
Kenya
Region
Africa
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