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Leading adult education through support for and the effective application of technology.

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Acknowledgments
Foreword
Introduction
Literature Summary
Research Findings
Recommendations
Conclusion
References
Key Terms
Executive Summary
Chapter 1 - Introduction
Chapter 2 - Ensuring Equity and Access
Chapter 3 - Foundations of Adult Education and Digital Learning
Chapter 4 - Designing Flexible Learning Experiences
Chapter 5 - Adopting Models that Work
Chapter 6 - Data Driven Instruction and Digital Assessments
Chapter 7 - Fostering Healthy, Equitable, and Inclusive Digital Communities
Afterword
Glossary of Key Terms
References
CA Adult Education Digital Learning Guidance (PDF)
Video Vignettes Chapter Videos
Reader's Guides Facilitator's Guides Online Course
Supplemental Resources

Conclusion

This literature review identified benefits and challenges of digital learning and distance education, along with recommendations for improving digital learning in adult education.

The main challenge for adult learners in digital learning is one of access. This includes access to devices (hardware), connectivity to high-speed internet, and basic digital literacy skills (Askov et al., 2003; Belzer et al., 2020; Benson, 2007; Digital US Coalition, 2020; Falowo, 2007; Lotas, 2021; Miles, 2021; Mortrude, 2021; Prins et al., 2011; Rosen & Vanek, 2020; Roumell, 2021; Silver-Pacuilla, 2008; Smythe & Breshears, 2017; Williams, 2017). For educators, the main challenges include inadequate professional development (Askov et al., 2003; Belzer et al., 2020; Falowo, 2007; Miles, 2021; Murphy et al., 2017; Rosen & Vanek, 2020; Roumell, 2021; Zirkle, 2003) and time (Askov et al., 2003; Belzer et al., 2020; Digital US Coalition, 2020; Murphy et al., 2017; Prins et al., 2011; Zirkle, 2003) to support learners. Program providers experience challenges of cost and funding as they attempt to implement innovative digital learning programs (Benson et al., 2008; Belzer et al., 2020; Falowo, 2007; Rosen & Vanek, 2020; Roumell, 2021; Zirkle, 2003).

Despite numerous challenges, digital learning is here to stay. Program providers can offer digital learning options to reach new learner populations in a cost-effective manner (Benson, 2007; Benson et al., 2008; Falowo, 2007; Prins et al., 2011). Educators can use digital tools to differentiate instruction (Housel & Oranjian, 2021; Murphy et al., 2017; Prins et al., 2011; Rosen & Vanek, 2020), facilitate personalized learning (Prins et al., 2011), monitor learner progress (Housel & Oranjian, 2021; Murphy et al., 2017), provide constructive feedback (Housel & Oranjian, 2021; Rosen & Vanek, 2020).

Digital learning can provide adult learners with a significant amount of convenience and flexibility (Askov et al., 2003; Belzer et al., 2020; Benson, 2007; Benson et al., 2008; Digital US Coalition, 2020; EdTech Center @ World Education, 2020; Falowo, 2007; Finkelstein et al., 2013; Halpern & Tucker, 2015; Long et al., 2007; Mortrude, 2021; Olesen-Tracy, 2010; Prins et al., 2011; Rosen & Vanek, 2020; Sharma et al., 2019; Silver-Pacuilla, 2008), allowing them greater access to educational opportunities and control over their learning. With digital learning tools, learning can happen anytime, anywhere.

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OTAN activities are funded by contract CN240137 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.