One of the biggest challenges with e-learning has been the tendency to just replicate electronically what happens in the classroom. Too much of the research is preoccupied with justification rather than pushing the envelope on practice. It is time to focus more on how best to use e-learning and documenting best practices. This could include a number of factors: blended learning approaches – incorporating e-resources into the classroom; understanding the learner in communities and the level at which adults are learning; and exploring non-formal learning, although there is only minimal documentation in this area.
It was recommended that the State of the Field report delve more deeply into the advances made in the private sector with e-learning and the impact of e- learning in various contexts such as informal and formal settings, higher education and the workplace.
A continuing issue for e-learning and adult learners in particular is accessibility, adequate dissemination of information and anticipation of needs.
Special thanks to recorders Linda MacDonald and Paddy Moore.
The Gender and Adult Learning team was led by Dr. Leona English from St. Francis Xavier University (presenter) with researchers Kerrie Kennedy, Catherine Irving and Tina Davidson. Susan Brigham from Mount Saint Vincent University provided the practitioner perspective.
Canada has incredible strength in gender and adult learning research with a growing body of knowledge in feminist theory, workplace education, technology, issues of sexual identity and community development. Some of these areas need to be more sensitive of how they relate to aboriginal women, immigrant women and economically disadvantaged women. Technology is a good case in point as it presumes access to computers and the internet. Feminist theorists are challenging adult educators to counter women’s invisibility and to recognize a gendered world and subjects. Feminist analysis and intercultural perspectives are essential to a revised and broadened agenda for research on adult education and gender.