Must Try Harder! Problems Facing Technological Solutions to Non‐participation in Adult Learning

Abstract

The current Government has placed lifelong learning high on its agenda, both for reasons of economic bene t and to increase social inclusion. At 'half-term', what are the prospects for a 'pass' in this course? Using data from a new National Institute of Adult Continuing Education survey of adult participation in learning, and early results from participant observation of the setting up of a 'virtual college', as well as published ndings from pilot studies for the University for Industry, this article considers the challenges facing the Government in widening participation through the use of digital technology. The 'problem', of widening access to learning opportunities for all, is not a new one, and it is unlikely to be one with a simple technical x. The conclusion drawn here is that the emerging use of digital technology is likely to replicate existing inequalities in access to learning. Despite the ne efforts of those involved, and some ingenious technical and distributional suggestions, the recommendation must therefore be that we all try harder. NOTES[1] The occupationa l class categorie s used here are, of necessity, those of the NIACE survey as used by MORI. Categories A and B represent the service class of professionals , associate professional s and managers, C1 and C2 represen t non-manual and skilled manual respectively , and categorie s D and E represent part-and unskilled occupations .

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

“…However, the correlation between these two variables was just 0.16, which would suggest that this was not the case. 10 These factors were found to be not statistically significant in all subsequent statistical analyses, and therefore will not be discussed any further. In the case of ethnicity this is consistent with the relevant literature (not reported here) which suggests that any apparent differences in student performance by ethnicity can be explained in terms of social class and educational backgrounds.…”

“…Familiarity with the use of computers is equally likely to be gendered. Gorard et al [10] note that 'the culture of ICT is generally young, white, middle class and male, the very attributes of the traditional learning base the Government (and many others) wish to move beyond. '…”

“…Binary variables were also considered with regard to ethnicity and disability. 10 A two-stage regression process was undertaken. First, stepwise regressions were run (using the SPSS package), across the student cohort in total and subdivided by age and gender.…”

E-Learning and the Digital Divide: Perpetuating Cultural and Socio-Economic Elitism in Higher Education

“…One of the most obvious barriers to learning is cost [Godard et al 2000], but there are others such as time, location of educational institutions, and cultural access to education. There is an untested perception that many of these barriers can be overcome by the use of learning technology that reduces time and place barriers allowing learners increasing access to learning materials and activities via virtual learning environments (VLEs) that they can access on campus networks in university computer facilities, in halls of residence via "res-nets," and at home via the Internet.…”

“…Lewin, Mavers, and Somekh [2003] suggest that technology plays a unique role as the unifying "big idea" that policymakers believe will deliver raised educational performance and at the same time open up opportunities for all in a more just and inclusive education system. The UK government believes lifelong learning will bring economic benefit and increase social inclusion [Godard et al 2000], and the European Lifelong Learning Initiative (ELLI) espouses lifelong learning as a means to achieve human potential [Longworth 1999]. While distance learning represents one aspect of widening participation, the use of learning technologies in traditional face-to-face (F2F) teaching and learning is also important.…”