Distance learning service
Since 2000, NALA have been using television, radio, print, telephones and the internet to provide distance education opportunities to literacy learners.
The aim of NALA’s Distance Education Services is to provide high quality free distance learning opportunities targeted at improving literacy without regards to social, economic and cultural backgrounds and taking account of all levels of technical ability.
Distance Learning is about flexible learning.
Distance Learning is defined as occurring when learners and tutors are separated by either space or time. This is a broad definition, which reflects the fact that distance learning can involve people studying in a range of personal contexts using a number of learning or communication technologies.
Distance Learning is about providing flexible learning opportunities by matching content and delivery to learners’ need. NALA’s free Distance Learning Service has been running since 2000 and involves television, radio, telephone, post, email and online learning. Learners study at their own pace, from the comfort of their homes and through subjects in which they’re interested.
Distance Learning can fill a gap.
Since 1997, provision of adult literacy learning opportunities has grown from 5,000 places to just over 40,000 in 2006 (Department of Education and Science, 2006). Annual funding has also increased significantly from approximately €1m in 1997 to over €30m in 2007. In spite of these successes, support is still only being provided to 8% of those adults identified by the International Adult Literacy Survey. Clearly, we need to continue to push for a service that is both attractive and accessible to the other 92%. NALA’s Strategic Plan 2007 – 2013, with its inclusion of Distance Education provision as a key component, focuses on both building the service and driving demand.
Distance Learning meets adult learners’ needs.
Distance Learning shares characteristics applied in traditional forms of literacy learning provision, as identified in Guidelines for Good Adult Literacy Practice (NALA, 2005b). These include:
• Learners learn without having to be in the presence of a tutor or other learner.
• Learners can select where and when learning takes place.
• The pace and sequence of learning is controlled by the learner.
• Learning takes place in a non-threatening atmosphere.
• Learners develop their capacity for independence and self-reliance as a learner.
For more information:
Contact NALA’s Distance Learning Co-Ordinator, Tom O’ Mara on (021) 4278669 or via email on distance@nala.ie
