Adult Learners and Technology: Understanding the Digital Divide in Developmental Writing Courses
Date of Award
Doctor of Education (EdD)
David B. Van Heemst
Jonathan D. Bartling
H. Stanton Tuttle
Scholarship of Discovery, Scholarship of Teaching and Learning
This study investigated computer literacy of nontraditional and traditional adult learners in a two-year community college. The study included 276 participants enrolled in developmental writing courses. Participants were administered a computer literacy survey and demographic form to collect quantitative and qualitative data. Mixed methodology and convergent design, in particular, were used to analyses data. Quantitative analysis was used to determine correlations between three constructs: computer literacy scores, age, and performance. Qualitative analysis was used to determine attitudes about receiving supplemental technology training based on the three constructs. Computer literacy score and age did show a significant inverse correlation. In addition, age and performance did show a significant correlation. However, computer literacy score and performance did not show a significant correlation. Frequency counts determined that 78.5% of adult learners preferred supplemental training during class time. The implications of this study warrant investigation of nontraditional adult learners’ motivation and curriculum development to include technology training. Background, methodology, findings, conclusions, implications, and recommendations are discussed.
Aikens-Alston, Carleta Laneese, "Adult Learners and Technology: Understanding the Digital Divide in Developmental Writing Courses" (2016). Ed.D. Dissertations. 91.
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Ed.D. dissertation completed in 2016 for Olivet Nazarene University.