The Role of Digital Literacy for the Teaching and Learning of Adult Learners in Ovia East Local Government
Abstract
The topic of this study revolved around investigating the impact of digital literacy on adult learners in Ovia East Local Government, particularly in rural settings. A quantitative survey research design was adopted to gather insights from a sample of 120 respondents. A structured questionnaire was designed to collect relevant data, addressing various aspects related to digital literacy and its effects on adult education. The collected data were analyzed using SPSS27, facilitating the presentation and interpretation of the findings. Hypotheses were formulated and tested using the t-test to ascertain the significance of the relationships between digital literacy and various educational outcomes among adult learners. The findings revealed significant associations between digital literacy and improved learning experiences, access to educational resources, and overall academic performance. Additionally, challenges such as limited access to digital devices and inadequate training were identified as barriers to enhancing digital literacy skills among adult learners. Based on the results, it was concluded that digital literacy plays a crucial role in shaping the educational experiences and outcomes of adult learners, particularly in rural areas. Therefore, efforts to promote digital literacy should be prioritized in adult education programs to ensure equitable access to educational opportunities and resources. Recommendations include the development of comprehensive digital literacy training programs, provision of necessary digital infrastructure, and fostering collaborations between educational institutions and community organizations to support adult learners in acquiring essential digital skills. By addressing these recommendations, stakeholders can contribute to the advancement of digital literacy and facilitate socio-economic development in rural communities.
CHAPTER ONE
INTRODUCTION
Background to the Study
In today’s digital age, the acquisition of digital literacy skills is increasingly becoming crucial for individuals across various demographics (Li & Wong, 2021). Digital literacy encompasses the ability to effectively navigate, evaluate, and utilize digital technologies for communication, information retrieval, and problem-solving (Baber et al., 2022). As technology continues to permeate every aspect of modern life, proficiency in digital literacy has become a prerequisite for success in education, employment, and civic participation (Gudoniene & Rutkauskiene, 2019). From accessing online resources to participating in remote work or education, individuals must possess adequate digital literacy skills to thrive in today’s interconnected world (Buchholz et al., 2020).
However, the importance of digital literacy is particularly pronounced in adult education settings (Martinez-Alcala et al., 2018). Adult learners, especially in rural areas like Ovia East Local Government, often face unique challenges in accessing and utilizing digital technologies for learning purposes (Castilla et al., 2018). Limited access to internet infrastructure, lack of affordable devices, and insufficient digital skills training contribute to the digital divide experienced by many adult learners in rural communities (Novitasari & Fauziddin, 2022). Moreover, adult learners may encounter barriers related to age, educational background, and socio-economic status, further exacerbating their digital literacy challenges (González & Morales, 2019).
Understanding the role of digital literacy in adult learners’ teaching and learning processes is essential for designing effective educational interventions tailored to their needs (Nurhayati & Musa, 2020). Digital literacy not only enables adult learners to access and evaluate online resources but also empowers them to engage in lifelong learning and skill development (Nedungadi et al., 2018). By incorporating digital literacy into adult education curricula, educators can equip learners with the necessary skills to navigate digital environments, critically evaluate information, and communicate effectively in digital formats (Marsegi et al., 2023).
Educational interventions aimed at enhancing digital literacy among adult learners must address the unique challenges faced by this population (Nurhayati et al., 2022). In rural areas like Ovia East Local Government, where access to technology may be limited, community-based initiatives and partnerships with local organisations can help bridge the digital divide (Balula et al., 2018). Access to affordable devices, internet connectivity, and digital skills training programs can empower adult learners to take advantage of digital learning opportunities and participate more fully in society (Colchester et al., 2017).
Furthermore, educators must adopt learner-centred approaches that recognize the diverse needs and backgrounds of adult learners (Musa & Nurhayati, 2021). Incorporating experiential learning, problem-based scenarios, and real-world applications can enhance the relevance and effectiveness of digital literacy instruction (Ghofur & Nurhayati, 2023a). Additionally, offering flexible learning pathways, such as blended or hybrid models, can accommodate the scheduling constraints and preferences of adult learners while providing opportunities for hands-on practice and peer collaboration (Cholifah et al., 2023).
In essence, digital literacy plays a crucial role in empowering adult learners to navigate the complexities of the digital age (Lee, 2014). By understanding the unique challenges faced by adult learners, particularly those in rural areas, educators and policymakers can develop targeted interventions to enhance digital literacy skills and promote lifelong learning (Nurhayati, 2021). Through collaborative efforts between educational institutions, community organizations, and government agencies, we can work towards closing the digital divide and ensuring that all individuals have the opportunity to thrive in today’s digital society (Pegrum, 2022).
Statement of Problem
The statement of the problem in the context of digital literacy for adult learners, particularly in rural areas like Ovia East Local Government, reveals several significant gaps that need to be addressed. Despite the increasing importance of digital literacy skills in today’s society, there remains a lack of comprehensive understanding of the specific challenges faced by adult learners in rural communities (Castilla et al., 2018).
Firstly, there is a gap in access to digital technology and internet infrastructure. Many adult learners in rural areas lack access to affordable devices and reliable internet connectivity, limiting their ability to participate in digital learning activities (Nedungadi et al., 2018). This digital divide exacerbates existing disparities in educational opportunities and hinders the integration of digital technology into adult education programs (Novitasari & Fauziddin, 2022).
Secondly, there is a gap in digital skills training and support. Even when access to digital technology is available, adult learners may lack the necessary skills to effectively utilize these tools for learning purposes (González & Morales, 2019). There is a need for targeted digital literacy training programs that address the specific needs and preferences of adult learners, taking into account factors such as age, educational background, and prior experience with technology (Musa & Nurhayati, 2021).
Additionally, there is a gap in research on effective pedagogical strategies for teaching digital literacy to adult learners in rural areas (Buchholz et al., 2020). While there is a growing body of literature on digital literacy in education, much of this research focuses on K-12 or higher education settings, neglecting the unique needs and challenges faced by adult learners (Gudoniene & Rutkauskiene, 2019). There is a need for empirical studies that explore the efficacy of different instructional approaches, curriculum designs, and assessment methods for promoting digital literacy among adult learners in rural communities (Marsegi et al., 2023).
Overall, addressing these gaps in access, training, and research is essential for designing effective interventions to enhance digital literacy skills among adult learners in rural areas like Ovia East Local Government. By identifying and filling these gaps, policymakers, educators, and other stakeholders can work towards closing the digital divide and ensuring equitable access to digital learning opportunities for all adult learners.
Objectives of the Study
The specific objectives of this study were as follows:
- To assess the level of digital literacy among adult learners in Ovia East Local Government.
- To examine the challenges faced by adult learners in acquiring digital literacy skills.
- To explore the impact of digital literacy on the teaching and learning outcomes of adult learners in Ovia East Local Government.
Research Questions
To guide this study, the following research questions were formulated:
- What is the current level of digital literacy among adult learners in Ovia East Local Government?
- What are the primary challenges encountered by adult learners in acquiring digital literacy skills?
- How does digital literacy influence the teaching and learning experiences of adult learners in Ovia East Local Government?
Research Hypotheses
Based on the research questions, the following hypotheses were formulated:
Null Hypotheses(H0):
- There is no significant difference in the level of digital literacy among adult learners in Ovia East Local Government.
- The challenges faced by adult learners in acquiring digital literacy skills do not significantly impact their learning outcomes.
- Digital literacy has no significant effect on the teaching and learning experiences of adult learners in Ovia East Local Government.
Alternative Hypotheses(H1):
- There is a significant difference in the level of digital literacy among adult learners in Ovia East Local Government.
- The challenges faced by adult learners in acquiring digital literacy skills significantly impact their learning outcomes.
- Digital literacy has a significant effect on the teaching and learning experiences of adult learners in Ovia East Local Government.
Significance of the Study
This study carries significant implications for policymakers, educators, and stakeholders involved in adult education within rural communities like Ovia East Local Government. Understanding the role of digital literacy in adult learning enables stakeholders to design targeted interventions to improve educational access and outcomes for adult learners. By addressing these needs effectively, stakeholders contribute to the personal development of adult learners and the socio-economic advancement of the community.
For policymakers, this study offers insights into the specific challenges and opportunities related to digital literacy in adult education. Recognizing the crucial role of digital skills in modern society allows policymakers to allocate resources towards initiatives promoting digital literacy among adult learners in rural areas. This may involve investing in infrastructure to improve internet connectivity, subsidizing the cost of digital devices, or implementing training programs to enhance digital skills proficiency among adult learners. Additionally, policymakers can foster partnerships with local organizations and educational institutions to deliver effective digital literacy programs tailored to the needs of adult learners.
Educators are central to the implementation of digital literacy initiatives within adult education settings. Integrating digital literacy into adult education curricula empowers learners with the skills needed to thrive in the digital era. This could entail designing interactive learning activities that leverage digital technologies, providing training in essential digital skills, and offering ongoing support to adult learners. Moreover, educators can instil a culture of lifelong learning and digital fluency among adult learners by emphasizing continuous skill development and adaptation to technological advancements.
Stakeholders engaged in community development initiatives also benefit from promoting digital literacy among adult learners. Equipping individuals with digital skills enhances economic opportunities, facilitates access to information and resources, and fosters social inclusion within rural communities. This involves collaborating with local businesses to identify digital skill requirements and tailoring educational programs accordingly. Additionally, stakeholders can use digital technologies to deliver essential services more efficiently to underserved populations in rural areas.
Scope of the Study
This study focused on adult learners residing in Ovia East Local Government, Nigeria. The research explored the level of digital literacy among these learners, identified the challenges they face in acquiring digital skills, and examined the impact of digital literacy on their teaching and learning experiences. The study did not extend to other geographical locations or age groups beyond the specified adult learner demographic in Ovia East Local Government.
Operational Definition of Terms
Digital Literacy: The ability to use digital technologies effectively for communication, learning, and problem-solving.
Adult Learners: Individuals aged 18 years and above engaged in formal or informal learning activities.
Teaching: The process of imparting knowledge, skills, and information to learners.
Learning: The acquisition of knowledge, skills, and attitudes through study, experience, or instruction.
Ovia East Local Government: A local government area in Edo State, Nigeria, serving as the geographical focus of this study.
Challenges: Obstacles or difficulties encountered in the process of acquiring digital literacy skills.
Impact: The effect or influence of digital literacy on teaching and learning outcomes.
Education: The process of facilitating learning, encompassing formal, informal, and non-formal methods aimed at acquiring knowledge and skills.
REFERENCES
- Pegrum, M. (2022). Future directions in mobile learning. In Lecture notes in educational technology (pp. 413–431). https://doi.org/10.1007/978-981-10-0027-0_24.
- Robson, C. (2020). Real World Research (2nd ed.). Oxford: Blackwell.
- Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th ed.). Harlow: Pearson Education.
- Tashakkori, A., & Teddlie, C. (Eds.). (2017). Handbook of Mixed Methods in Social and Behavioural Research. Thousand Oaks: Sage.
- Yin, R. K. (2018). Case Study Research and Applications: Designs and Methods (6th ed.). Los Angeles: Sage Publications.
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