 |
| Computer anxiety |
Computer anxiety and literacy learners
Most of us have experienced anxiety and those feelings
of dread, embarrassment and wanting to hide, along with the physical
experiences of rapid heart beat, sweating and shaking hands, nausea, trouble
breathing, blushing, panicky thoughts, lightheadedness, agitation and nervousness.
Coryell and Clark (2009) state that doing something
new can cause anxiety and self-consciousness to “arise unbidden” (p.499) and
that it is a common experience that “can be viewed as an asset or an obstacle”
(p.499). In the case of an adult
learner, Coryell argues that these emotions can act as a motivator, especially
if the emphasis is on collaborative and interactive learning rather than giving
the message that success is dependent on “perfection” and “getting it right”
(p499).
For an adult learner with literacy needs, anxiousness
can also occur from feeling “left behind by a too-hurried pace in classroom
lessons” (Coryell & Clark, 2009, p.485), as well as concerns around feeling
ridiculed, embarrassed or not being understood. Alternatively, adults undertaking e-learning can overcome the “‘shame’ of
repeated underachievement in literacy, because they can refer to their class or
study as computer or ICT learning” (Fletcher, Nicholas and Davis, 2010, p.17).
E-learning and
anxiety
I use the term e-learning to include learning using
computer related technology, including on-line learning, internet, hand-held
devices and social media such as Facebook, Twitter, Skype etc.
 |
| e-learning |
The prospect of learning both course content and new
technology can be a daunting proposition for a literacy learner, particularly
for an older adult or someone who hasn’t been in the workplace for sometime. Therefore, planning e-learning lessons should
relate to the learners life as well as being collaborative and non-threatening
as possible. Using K. Virginia
Hemby’s paper, “Designing programs for computer-anxious adults: The trainer’s
dilemma” (1999), as a basis, I list the some e-learning strategies for computer
anxious adult literacy learners:
Find out prior
knowledge
Find out what exposure your learners have had to
computers. What do they already
use? How are these different or
similar from what will be used on the course?
Use humour and
empathy
Adults learn best in non-threatening and informal
environments. Give examples of your own experiences of “computer anxious
moments” and describe how you felt; e.g. sweaty palms or shaking. Bring humour into the story to lessen
the learners’ anxiousness and let them know they are not alone.
De-mystify the
computer
Many learners fear they could “break” or
“crash” the computer. Some
consider the computer “alive” and controlling the information rather than us
controlling the computer. Open the
computer casing (if possible) to show and touch the components. Explain the
workings and what the various keys are for.
Address learners’
fears
In group sessions, share fears around using
computers. Explore what error
messages and beeps mean.
 |
| error message |
Take small steps
Go through the basics such as starting and closing the
computer. Show where a DVD is inserted. If a learner indicates that they know
what the basics are, have them demonstrate some of the activities. Give time for learners to practice the
new knowledge.
Avoid computer jargon
Use card matching activities and worksheets to
introduce new terminology. Don’t
overload learners with computer jargon.
Learn together
Not everyone will learn at the same speed. Have learners collaborate together in
pairs or groups using a computer and share knowledge. Group work allows a learner see others grappling with
similar problems and challenges to themselves.
 |
| Learn together |
Avoid technology
overload
Avoid using multiple technologies at the same time
such as videos, computer monitors, handheld devices and overhead projectors.
Assure learners that they don’t need to learn everything and that they can look
up workbooks or find information online.
Use positive
instructions
Avoid warnings that can exacerbate anxiousness around
e-learning such as “you must not turn off the computer without ‘shutting down’
first”. Learners can easily fear
they will do costly and irreparable damage.
Encourage practice
Give “brief presentations of information with
demonstration and practice” (Hemby, 1999, p.34). Allow plenty of time for hands-on practice.
Create learning
partnerships
Learning partnerships can be with fellow learners, at
the nearest learning centre, at home with a family member or friend. “Learning with the support of the church is common in
the Pasifika community” (Fletcher, et. al, 2010, p.24)
Allow time for
reflection
Give session time for reflection to discuss problems
and issues as well as celebrate successes and victories. Give learners plenty of reassurance and
positive feedback.
 |
| Reflection |
Conclusion
Fletcher et al (2010) suggests learners are more
likely to succeed when “e-learning is embedded in literacy learning, the
context relates to the students’ backgrounds and workplace needs, and the wider
family structures support them” (p.19).
Other areas to consider for engaging learners are using game-like
activities, “drag and drop” question and answer sites and the use of visual clues. Bolliger (2009) finds that learners “respond positively
to using visual clues” (p.106) such as emoticons which can contribute to the
“clear expression of meaning and emotion and therefore, support the formation
of relationships” (p.106) to increase “the level of social presence and feel of
community” (p.106) often lost with e-learning.
References
Bolliger, D. U. (2009). Use patterns of visual cues in
computer-mediated communication. The
Quarterly Review of Distance Education, 10(2), 95-108.
Coryell, J. E. & Clark, C. M. (2009). One right
way, intercultural participation, and language learning anxiety: A qualitative
analysis of adult online heritage and non-heritage language learners. ProQuest Central. Foreign Language Annals.
42(3), 483-505.
Fletcher, J., Nicholas, K. & Davis, N. (2010).
Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance
Learning, 15(1), 17-29.
GCFLearnFree.org Word
2010 Tutorial App [Video file]. (2013, February 1). Retrieved from http://www.youtube.com/watch?v=llPFjYmKJqs&feature=player_embedded
Images:
