Ways of increasing awareness of and access to literacy programs for Native people in Toronto were examined. Data were collected through: a literature review; meetings with stakeholders and the public; surveys of learners, native literacy workers and administrators; and focus group discussions with learners in two Native literacy programs. Barriers were identified as low-self-esteem, financial assistance, transportation and childcare services, lack of access to computers, and lack of access for person with disabilities; needs were identified as the need: to be treated with respect, to have prior learning acknowledged, to develop a holistic integrated approach to planning and delivering programs, and to take the culture of the learners into account.

Galusha, J.M. (1998) Barriers to learning in distance education. Interpersonal Computing and Technology, 5 (3-4), 6-14. ERIC Reproduction Document ED 416 377.

Distance learning is an excellent method of teaching adult learners because they need flexibility to contend with competing priorities. Adult learning is not without problems, however, such as loss of motivation because of lack of face-to-face contact with teachers and peers, potentially prohibitive start-up costs, and lack of faculty support. In addition to these barriers to distance learning, a literature review found that learners involved in distance education are more likely to have insecurities about the following: learning, self-evaluation problems, lack of support services such as tutors and technical assistance, feelings of isolation, and inexperience with this mode of learning, which leads to academic problems. Faculty barriers to distance learning include lack of training in course development and technology, lack of support for distance learning, and inadequate faculty selection for distance learning courses. Organizational barriers include infrastructure, lack of technology, course curriculum, and student evaluation.

Gardiner, L.F. (1994) Redesigning higher education: Producing dramatic gains in student learning. ASHE- ERIC Higher Education Report No. 7. Washington, DC: Association for the Study of Higher Education. ERIC Reproduction Document ED 394 442.

This monograph reviews empirical studies on various aspects of higher education relating to the effectiveness of instruction in regard to four areas: curriculum, instruction, campus psychological climate, and academic advising. The text also describes seven research-based methods for improving the quality of education and improving students' learning:

1. Have clear goals and objectives, set high expectations, focus effort and reduce waste.
2. Set out a method for assessing results of learning, use systematic assessment methods to create a culture of evidence. Evaluate learning opportunities across the full spectrum of educational goals and objectives.
3. Develop a coherent curricula that provides an integrated framework for student development and learning.
4. Use research-based methods of instruction based on active involvement in learning, mastery learning to reach high expectations, integrated systems of instruction, personalized systems of instruction, co-operative learning, and learning communities.
5. Establish a climate that support and encourages learning; begin in the classroom.
6. Help students learn strategies that support lifelong learning and learn how to learn.
7. Build supportive relationships through academic advising services.

Given, L.M. (2001) The social construction of the 'mature student' identity: Effects and implications for academic information behaviours. Doctor of Philosophy dissertation, University of Western Ontario, London, ON.