Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills College Programs - Volume 44(2) - Summer/été 2018

Oct 15, 2026

Literacy and Basic Skills (LBS) programs in Ontario colleges support adult learners with low literacy and basic skills, aiming to strengthen employability and improve outcomes in prerequisite courses. Limited technology access leaves adult learners’ views of online learning insufficiently understood. This study examines learner attitudes toward blended learning, perceived success, and contributors to individual differences, using a survey of 149 participants and interviews with 37 students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Abstract

Résumé

Introduction

Volume 44 (2) Summer/été 2018 Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills College Programs Attitudes des étudiants envers l’apprentissage mixte dans les programmes collégiaux de formation de base et alphabétisation pour adultes Jia Li, University of Ontario Institute of Technology Robin Kay, University of Ontario Institute of Technology Louise Markovich, University of Ontario Institute of Technology Abstract Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through a blended learning approach. Due to limited access to technology in LBS programs, little is known about adult learners’ attitudes toward online learning. This study investigates learners’ attitudes and perceived success in blended learning, and key factors contributing to individual differences. A survey was administered to 149 LBS student participants at three Ontario community colleges, along with interviews conducted with 37 students. The results of correlation and thematic analysis have shown that differences exist in their attitudes between face-to-face and online learning environments, 90% versus 40% positive respectively. Individual differences in their perceptions were found to be associated with their age, time out of formal education, education levels, and computer skills. Résumé Les programmes de formation de base et alphabétisation (« FBA ») de nombreux collèges de l’Ontario offrent aux apprenants adultes dont la formation de base et la littératie sont faibles des occasions d’améliorer leur employabilité ainsi que leurs résultats aux cours prérequis pour l’admission aux études postsecondaires. Les étudiants en FBA font face à de nombreux défis etont besoin de plus de soutien didactique interpersonnel, ce qui peut être surmonté par une approche d’apprentissage mixte. À cause de l’accès limité à la technologie dans les programmes de FBA, on en sait peu sur les attitudes des apprenants adultes quant à l’apprentissage en ligne. Cette étude se penche sur les attitudes des apprenants et sur la perception de la réussite en apprentissage mixte, ainsi que sur les principaux facteurs qui contribuent aux différences individuelles. Cent quarante-neuf étudiants en FBA de trois collèges communautaires en Ontario ont répondu à un sondage, et des entrevues ont été réalisées avec 37 étudiants. Les résultats del’analyse de corrélation et de l’analyse thématique ont démontré qu’il existe des différences dans leurs attitudes relatives aux environnements d’apprentissage en personne et en ligne, qui sont positives respectivement à 90 % et 40 % . Nous avons relevé que les différences individuelles de perception étaient associées à l’âge, à la durée passée hors de l’éducation formelle, au niveaud’éducation et aux compétences informatiques. Introduction Since the 1950s, LBS programs have been funded by governments in both Canada and the United States to provide adults who have low literacy and educational levels with the opportunity to improve their skills through academic upgrades, and life skills or career training. For example, many LBS programs hosted by Ontario colleges serve as important pathways to help adult learners build the essential skills to achieve successful transitions to employment, post-secondary education, and independence (Ontario Ministry of Education, 2017) . LBS programs are distinct from other adult education programs (e.g., adult high school credit diploma programs, language training programs) and warrant research attention in the context of higher education. In particular, LBS programs have shown high absenteeism and drop-out rates. Typically, these programs are offered in

FAQs

What gap does the study address about blended learning in LBS programs?

It addresses the limited understanding of adult learners’ attitudes toward online learning due to restricted access to technology in LBS programs.

How was the research conducted?

A survey was administered to 149 LBS student participants at three Ontario community colleges, and interviews were conducted with 37 students.

Which learner factors were linked to differences in perceptions?

Differences in perceptions were associated with age, time out of formal education, education levels, and computer skills.

Oct 15, 2026

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