Fagan, W.T. (1991) Understanding learning participation in adult literacy programs. St. Johns, NL: Memorial University of Newfoundland and Labrador. ERIC Reproduction Document ED 333 108.

Although the emphasis on adult literacy/basic education is increasing, the high dropout rate from programs in these areas is a concern. Why learners choose to participate or not to participate in such programs can be understood in terms of three sets of factors. Learner-inherent factors include self- evaluation, goals, and capabilities. Life factors include the conditions and circumstances surrounding an individual that affect enrollment and participation in adult education programs; three such factors are information, transitions, and barriers. Program factors, the nature of the educational programs available to adults, including organization, content, procedures, and personnel. It is not enough to understand these separately and independently. A more complete understanding of participation/nonparticipation must examine how these three sets of factors interact. The program must provide for interaction between instructor and students, students must understand how what they are learning relates to their life goals, and provision must be made for involvement of the learners in their learning.

Faris, R. (1995) Lifelong learning on the knowledge highway. Access to lifelong learning opportunities on Canada's Information Highway: A background paper. Victoria, BC: Golden Horizon Ventures. ERIC Reproduction Document ED 431 899

This report begins with a glossary and a learner-centred model in which the information highway links learners with learning opportunities provided through educational institutions, community organizations, government, and business and industry. An overview is provided of the economic, technological, social, and education and training-related factors that have led to recognition in Canada and worldwide of the leading role that lifelong learning must play in preparing individuals for the competitive, information-based, global economy of the 21st century. Three challenges facing Canada are discussed: (1) economic and social restructuring; (2) situational, dispositional, and institutional barriers to lifelong learning; and (3) learning models in response to new learning technologies. Trends and best practices in lifelong learning, the formal education sector, and nonformal education sector are reviewed.

Feist, L. (2001) Providing support to instructors incorporating web-based technology into their teaching. Master of Education thesis, University of Alberta, Edmonton, AB.

Instructors were grouped into three groups depending on the length of time they had used Web- based technology in their teaching. Interviews with individuals in each group indicated that each group required different types of support, such as infrastructure and professional development. The study concludes that faculty professional development programs need to follow the principles of adult learning theory and develop mechanisms for identifying barriers to using web-based technology effectively in their courses.

Fichten, C.S., Asuncion, J.V., Barile, M., Fossey, M. & deSimone, C. (2000). Access to educational and instructional computer technologies for post-secondary students with disabilities: Lessons from three empirical studies. Journal of Educational Media, 25 (3), 179-201.

Findings from three studies indicate that the overwhelming majority of students with disabilities use computers and the Internet, but 41% of them need some type of adaptation to use computers effectively. Key findings emphasize advantages of computer technologies and delineate barriers to full access. The authors conclude that educational and instructional technologists, professors and planners need to be sensitized to and involved in the use of educational media in post-secondary curricula; and that designing for accessibility for students with disabilities from the outset creates a more equitable learning environment that provides opportunities for all students.