Moving to remote learning in adult education

Challenges and solutions of limited technological resources and capabilities

Bibliographic Data

ID22166298
AuthorsAydin Y Durgunoğlu (0000-0003-2867-2477, University of Minnesota, Duluth, corresponding author), Meltem Cantürk, Ugur Kaya (0000-0002-7049-6190), Betül Yazıcı, Kübranur Şahin
Year2022
Volume7
Publication date2022-08-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.919639
OpenAlexW4291149114
LanguageEN
References cited6

COVID-19 pandemic has caused disruptions in educational systems; hence, educators have developed innovative ways to address this new reality. Around the world, many adult education programs try to reach women who could not complete their education because of poverty and sociocultural issues, such as patriarchal barriers. COVID-19 was especially challenging for such lifelong learning programs because they operate with limited technological resources and work with learners with weaker digital proficiencies. In this paper, we describe how we rapidly adapted our face-to-face empowerment program for women to remote learning despite technological limitations. We also discuss the outcomes as evaluated by pre- and post-tests, participant observations and interviews. We finish by summarizing the successes and challenges of addressing this new reality in education

Adult education · Digital divide · Distance education · Empowerment · Knowledge management · Lifelong learning · Pedagogy · Political science · Poverty · Social science · Sociocultural evolution · Sociology · The Internet · World Wide Web · Computer Science · Engineering · ICT in Developing Communities · Microfinance and Financial Inclusion · Poverty, Education, and Child Welfare

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