Chapter 1 | Setting the Stage Introduction This chapter will provide some context to establish the

importance of strong distance education programs and blended learning in adult education, and how
the IDEAL Consortium has been able to support adult education programming. The first two sections will
provide language you can draw upon in conversation with adult education stakeholders and funders in
your state. We will then set forth some shared terminology to be used throughout the handbook and
get you thinking about how to proceed. Why build a distance education program? In the United States,
adult education programs enrolled 709,004 learners during program year 2020-2021 (National Reporting
System, n.d.) Yet, this is only a fraction of the estimated 36 million adults in the United States who have
foundational literacy needs or lack a high school diploma (OECD, 2013). Traditional barriers—such as
lack of transportation or competing responsibilities from work and family—have prevented these adults
from participating in adult education classes. The pandemic exacerbated these issues and added more
challenges. The sudden onset of the pandemic and the rapid pivot that programs had to make to online
instruction and support services highlights the need for equitable access to flexible technology-rich adult
education programming. Programs with some expertise and resources in place prior to the pandemic
were able to keep more students engaged in learning than those that had not set up distance education.
Programs with lending initiatives in place were able to ensure that at least some students had access to
laptops and hotspots. Programs that had integrated digital literacy instruction into their academic skills
development were able to leverage learners’ skills and comfort to keep them engaged in academic
learning (Belzer et al., 2020). Additionally, the COVID-19 pandemic made clear that digital learning
would be a permanent feature of adult education. Recent research on instructional shifts during the
pandemic suggests that among both teachers and learners, many expressed a preference for more
flexible distance options once they grew comfortable with the technologies employed (World Education,
2020). Similarly, Moe & Rajendra (2020) note that blended models with the flexibility to adjust for future
surges in the pandemic would be the new norm. This heightened imperative demands that adult
education programs provide more flexible and technology-rich opportunities for learners to build
technology skills while simultaneously building foundational academic skills, a strategy proven to
support learning (Jacobson, 2012; Newman, Rosbash, & Sarkisian, 2015; Rosin, Vanek, & Webber, 2017).
Adding quality blended, HyFlex, or distance learning is a fine response to the reality described above.
WIOA and Distance Education Indeed, distance education is a named and prioritized initiative spelled
out in the Workforce Innovation and Opportunities Act (WIOA), the federal legislation defining allowable
programming in federally funded adult education (Workforce Innovation and Opportunities Act, 2014).
The Office of Career, Technical, and Adult Education (OCTAE) fact sheet Integrating Technology in WIOA
(2015) shows exactly how: States are required to provide technical assistance for integrating technology
into programs and federal policy allows for the following activities: “the development and
implementation of technology applications, translation technologies, and distance education, including
professional development to support the use of instructional technology” (p. 1). Recipients of Adult
Education and Family Literacy Act (AEFLA) funding must be chosen based on, among other things, how
well they “effectively use technology, services, and delivery systems, including distance education, in a
manner sufficient to increase the amount and quality of learning and how such technology, services, and
systems lead to improved performance”; and furthermore, that their “activities are delivered by well-
trained instructors, counselors, and administrators…who have access to high-quality professional
development, including through electronic means” (p. 1). Access Historically, concerns over the digital
divide and the inherent equity issues it creates have prevented many organizations from embracing
distance education and investing the necessary time and resources to establish formal programming.
The term digital divide is not limited to describing access to digital technology, but is also conceptualized
as a gap between those who can use available technologies to access information and solve problems
and those who cannot (Emerging trends and issues: The nature of the digital divide in learning, 2000).
There are certainly equity issues regarding access to the devices and internet. The Pew Research Center
reports that only 57 percent of adults in households earning $30,000 a year and 46 percent of adults
lacking a diploma have home broadband (Pew Research Center, 2021a). Furthermore, the Pew Research
Center has found that smartphone use is on the rise with phones serving as the primary source of
internet for 32% of adults with less than a high school degree (Pew Research Center, 2021b). The Pew
Research Center also reports there is a wide gap between the percent of U.S. adults who do not have
broadband at home but own smartphones when looking at both income and race, with those who make
less than $30,000 a year and people of color being much more likely to rely on a smartphone for online
access than other demographics (Pew Research Center, 2021b These data, as a whole, suggest that
there are adult learners who have access to the internet and devices, but that programs need to make
sure they offer access options for those who do not, and that any technology-enabled instruction needs
to be mobile friendly. Important Terminology You need to choose an instructional approach that will
serve as the foundation for your work as you plan. The approach needs to align with the goals you have
for offering technology-rich and flexible programming. Are you trying to address limitations in the
content that you currently teach (i.e., extend, remediate, or fill in gaps for what is being taught)? Or, are
you trying to address who is taught (i.e., attempting to retain existing learners or reach a new group of
learners)? Different approaches best suit these different goals. Distance, Blended, Hybrid, and Other
Definitions It helps to have a shared language to describe the work ahead, so we present these
definitions for different approaches. Though most of the definitions were constructed in the years
before the pandemic, using them as a starting point can make your current plans and ideas more
concrete. Consider these definitions with enough flexibility to understand that, though students might
not be together with a teacher in a classroom, the benefits of blended or hybrid learning can be
leveraged to support completely remote approaches that mix synchronous cohort classes (remote face-
to-face instruction, defined below) held via videoconference with independent or small group and
asynchronous learning activities coordinated via group messaging/texting tools. Distance Education (DE)
Distance education is defined in the National Reporting System (NRS) guidelines as follows: Formal
learning activity where students and instructors are separated by geography, time, or both for the
majority of the instructional period. Distance learning materials are delivered through a variety of
media, including but not limited to, print, audio recording, videotape, broadcasts, computer software,
Web-based programs, and other online technology. Teachers support distance learners through
communication via mail, telephone, e-mail, or online technologies and software (Implementation
guidelines, 2021, p. 48). We use the term to refer to programming a bit more broadly. Distance
education describes all aspects of programming that allow a learner to continue learning beyond the
walls of a classroom. The chapters that follow are in fact organized by these aspects of distance
education: recruitment, assessing readiness, orientation, instruction, assessment, and administration.
Distance Learning (DL) Many programs use the term distance learning instead of distance education.
However, in this Handbook, we consider distance learning as the term to describe what a learner is
doing; it is the student’s perspective of studying outside a classroom (Askov, Johnston, Petty, & Young,
2003) or, as suggested by the NRS guidelines, separated by time for the majority of the instructional
period. Blended, Hybrid, HyFlex and Supplemental Modes of Learning These approaches integrate a mix
of instructional models. Murphy et al. (2017) arrived at useful definitions based on their study of digital
learning in adult basic education programs across the country. They explored the use of different online
learning curricula in 13 programs by 105 instructors with 1,579 adult learners. Based on their
observations on the use of the curricula, they came up with the following use models for the online
products Blended Models Blended models are characterized by “tight integration” of the instruction
delivered online and that which happens in a class (Murphy et al., 2017, p. E-S 5). Instructors consider
both in-class and online instruction as part of a collective whole, making adjustments to their face-to-
face teaching based on what they see as they monitor student work online and altering online
assignments based on what they observe in class. The Clayton Christensen Institute further defines this
approach as one that allows learners to control time, place/space, and pace of learning. Using this
approach, practitioners carefully design and sequence instruction to incorporate multiple options for
learner content engagement: independently with content, with each other, and with the instructor
(Christensen Institute, 2016). Hybrid Models Hybrid models employ both an online curriculum product
and in-class teaching, but though the teacher is checking it, the assigned work that students complete
online may not be directly aligned with what happens in the classroom. Note that in some states, hybrid
also refers to programs that offer a period of in-class instruction followed by a period of online learning.
HyFlex Model As a result of the pandemic, the HyFlex model was adopted by an increasing number of
adult education agencies (Rosen et al., 2022). Beatty (2019) defines HyFlex as an instructional model
that offers learners the opportunity to choose between in-person synchronous class, online synchronous
class, and asynchronous online learning activities. Beatty (2019) proposes that learners should be able to
shift among these options at any time with each mode of instruction always being available, except
when classes must be canceled. The EdTech Center@World Education developed a guide and video
series since this is an emerging instructional model for adult education agencies. Supplemental Models
Supplemental models make use of optional online curricula outside regular class time. The teacher does
not require the student to do the work and may not even check it. This is extra work that is aligned to
the goals of a course but does not require much extra effort on the part of the instructor. These
definitions are more refined than our early conceptualization of blended learning in adult education,
characterized simply as regular classroom instruction combined with distance learning, where distance is
added to intensify or accelerate instruction (Petty, 2005; Porter & Sturm, 2006). Note also that some
states or adult education programs use the term “hybrid” and “blended” interchangeably, and it is
ultimately up to local programs and/or state leaders to use the language they think most effective in
their context. Over the past decade, we have realized that we need more flexibility in our understanding
of what constitutes distance and blended learning because implementation and policy considerations in
our member states vary greatly. We recognize that limitations on access to broadband make a narrower
view of distance education inaccurate. There are many examples of programs, such as some in Texas
and Maryland, that use paper packets so that learners living in places without broadband access can
continue to learn. Furthermore, rigid conceptualizing around the timing of delivery of different modes of
instruction can limit opportunities for learning. With that in mind, we present these definitions with an
understanding that they may be attributed to programs that have very different characteristics. Other
Useful Definitions There are related definitions that are relevant to our work here but are not
necessarily useful for planning distance education and blended learning programming. Remote Face-to-
Face Instruction (RFI) This gained popularity as programs rapidly shifted their in-person, inclass
instruction to an online format during the COVID-19 pandemic. Some programs refer to this type of
instruction as virtual instruction. The programs that are fortunate enough to have students with access
to the internet and devices can choose to continue providing face-toface instruction by using
videoconferencing tools such as Zoom, Google Hangouts, or Skype. Whole groups of students might
choose to meet with a teacher at the same time and, if the conferencing tools allow it, might even break
out into small groups during the course of the online video class. Classroom Technology Integration (CTI)
Equally important in the academic experience, but not to be confused with blended learning, is
classroom technology integration (CTI). CTI helps teachers work more efficiently and provides the means
to make learning more engaging. For example, a teacher might make a vocabulary study set or quiz for
the classroom using Quizlet or Kahoot. It may be useful to understand that CTI differs from blended
learning, which moves the role of technology beyond that of just being a useful tool to support learning
in the classroom. In blended learning, technology is an actual mode for instruction or collaborative
learning; for example, if you take a Quizlet vocabulary set and ask students to work together on Zoom or
via a Google Doc to write sentences using that vocabulary, you are transitioning from CTI to blended
learning.
Chapter 2 | Recruitment Identifying and Recruiting Students Introduction This chapter guides
practitioners through a process of determining who to recruit and how to reach them. When considering
recruitment broadly, you need to reflect on this question: Whom are you recruiting and for what? The
answer to this question will help you decide the scope and focus of your distance education program.
Will you deliver strictly distance options? Will you attempt to provide blended learning opportunities?
Are you recruiting for remote face-to-face classes? The programming you want to create and the type of
learner you suspect will persist will determine whom you recruit. What Audience Do You Hope to Serve
Through Distance, Blended, or Remote Face-to-Face Options? Early research on distance learning in
adult education in the United States illustrated the importance of finding the “right” students and
setting them up correctly if programs were to succeed in offering distance education (Askov et al., 2003).
Today, when so many programs are leaning heavily on remote options, a more equitable approach
would be to ask whether your programming offers the “right fit” to meet the needs of the students who
show up. Outreach, marketing, and communications are all components of publicizing and promoting
opportunities outside of your organization. Effective recruitment communication reaches people at the
right time and place. Setting a strategy before you begin is essential. The first step is to consider your
goals and target audiences. Make decisions about what to communicate and to whom by answering
these questions: Who needs to know about the learning opportunity? What do they need to know?
When do they need to know? What actions do we want them to take? What are the best ways to reach
them? Also, think about what it is you are offering. Are you adding distance education or blended
learning to existing educational programming? If so, you need to consider how distance education and
blended options will best support learners. For example, will distance courses offer new areas of
instruction, or teach content parallel to classroombased programs, but by being online offer more
flexibility? Will distance courses be aimed at students already being served by the organization, or will
the organization attempt to reach new audiences? These decisions should be made in the context of the
organization’s goals and missions, based on perceived needs of the organization’s clientele, and prior to
the start of the recruitment process. What Skills Do Students Need to Be Successful? What Supports Will
Help Them? You can most efficiently use your organization’s resources if you target the learner audience
most likely to succeed. That is, you need to understand the technology and academic content demands
of the learning resources and activities you plan to offer balanced against the support you know you can
provide. Keeping this tension in mind as you craft your recruitment message will help you decide whom
to recruit and how. For example, an English language learner still working on literacy development
would likely not succeed using learning resources developed for learners reading at an Adult Secondary
Education level. If you know you will be relying on curated resources or a licensed curriculum that best
serves that level, your recruitment messaging should make that clear. What about a student who has
limited prior experience using a computer? They can struggle with online resources, so, if you recruit
them to distance options, you need to make sure you have processes and resources in place to support
them, even if you are working completely remotely. If support and those resources are scarce, you may
need to consider recruitment strategies that are likely to attract more tech-savvy learners. Being
thoughtful about recruitment is important in distance education because students learning at a distance
can receive less direct social or academic support than their classroom-based counterparts. What
Characteristics Improve an Individual’s Chances of Success as a Distance Student? Whether you are
teaching in a blended, hybrid, or strictly distance format, successful students are likely to be self-
motivated, able to work independently, and possess strong study and organizational skills. Some
programs have suggested that the skills needed to succeed vary depending on the model of distance
education used. Students with higher academic skills, such as those studying for a high school
equivalency test (e.g., GED®, HiSET exam, or TASC test), may be able to read more independently.
However, reading skills do not equate with digital literacy skills. Students with emerging academic skills,
those who need more support, or those who are English language learners may fare better in a blended
program that combines distance education with ample face-to-face interaction; however, anyone can
learn online if there is balance among the learner’s skills, the technology demands, and the support
available (Silver-Pacuilla and Reder, 2008). That is, when the demands are high, either there is more
support, or the learner has the skills and proficiencies to meet the challenge. One of the major
differences between traditional classroom instruction and distance education is the amount of face-to-
face contact students have with their teacher and other students. Learning is a social process, and the
support of teachers and classmates can be an important element of the learning that occurs. Most
teachers working in distance education (rather than blended learning models) may meet with their
students only once or twice over an entire course, with the remainder of the communication occurring
by telephone, by email, or through online learning communities. Additionally, distance students may
have little or no face-to-face contact with other students taking the same course. This means distance
students need to possess the characteristics (e.g., independence, self-motivation, and organization and
study skills) that enable them to succeed without the extra support a classroom environment typically
provides. Ways to determine whether or not these learners have these persistence characteristics will
be discussed in Chapter 3, but your recruitment strategies can be set to target learners who potentially
possess them. What Recruitment Strategies Are Most Likely to Reach the Target Audience? Recruiting
Known Students For blended learning, it is often best to start recruiting with your current students.
Because they are known, teachers will have more information about whether they possess the
characteristics described above. Some teachers figure out ways to involve their entire classroom, so
recruitment is not necessary. However, blended learning for current students need not be offered to all
students in a classroom. A key characteristic of blended learning is that it provides a means to
personalize learning (Murphy et al., 2017), so it is ideal for supporting differentiated learning activities as
a feature of your instruction. If you are hoping to intensify learning for students who have the time and
inclination to do so, teachers can offer distance options to students who can take on learning online and
are willing to work toward completion of online activities independently. This would be a hybrid
approach, as defined in Chapter 1. Another approach is to recruit currently enrolled learners to
participate in distance education that is not directly linked to classroom instruction. In the parlance of
the Murphy et al. (2017) study, this would be a supplemental model of use for an online curriculum. In
the state of Minnesota, these learners are called “dual enrolled” because the work done online
intensifies learning and accelerates learner progress but is led by a designated distance education
teacher, not by the classroom teacher. There are many creative ways to recruit current learners in
distance education programming. Classroom demonstrations work well for showing students exactly
what distance education resources or curricula look like. Announcements on electronic bulletin boards
or posters can serve as a constant reminder that there are ways to intensify instruction. Additionally, an
organization’s websites or social media accounts can be used to communicate with existing students. No
matter the method, it may be useful to build in a step requiring the learner to be proactive about
entering distance education. Completing an online form, sending an email to request information,
coming in to meet with a distance education teacher—these steps are all initial clues that a learner is
self-motivated and engaged. Using Facebook to Recruit "I use a Facebook page for both advertising
purposes and to try to connect with current students by posting interesting media that connects to
learning. This way, my students who are new to the internet can get a sense of it as useful for getting
information." – A teacher in Minnesota Recruiting in the Community In the early days of adult education
distance programming, organizations conducted recruitment in the broader community using low-tech
approaches—flyers posted in libraries, community education centers, and restaurants frequented by
English language learners. For example, a program administrator in northwest Michigan convinced local
fast food restaurants to use tray liners featuring information about her program. These methods are still
useful, as are public service announcements or advertisements in local newspapers, on public radio
stations, and on local cable channels, or a scrolling digital message at the Department of Motor Vehicles
or other public facilities where people need to wait. Programs may want to consider making these
materials in multiple languages. All of these these efforts, when consistently sustained, can create name
recognition of your organization in the broader community that may lead to personal referrals over
time. Be sure to use clear language in recruitment communications so that your audience will
understand your messages and experience fewer barriers to accessing your program. “A communication
is in plain language if its wording, structure, and design are so clear that the intended readers can easily
find what they need, understand what they find, and use that information” (International Plain
Language Federation, 2019). Many of the same electronic strategies you use to connect with current
students can also be used to reach out to the larger community. Because they will naturally reach adults
who are already online, you are more likely to reach potential learners with some digital literacy skills.
Consider posting information about distance education on your own organization’s website, and make
sure your website is attractive, easy to navigate, and frequently updated with essential information,
such as how to enroll or how to get support. Make sure it has these characteristics (Making the Most of
Your Nonprofit’s Website, 2019): Has a clear and obvious purpose Covers key logistics Makes taking
action easy Provides links to social media Is mobile friendly Lists up-to-date content and processes Is
clearly laid out and easy to navigate Appeals to human emotion Allows for analytics for ongoing
improvement Also, consider partnerships with other institutions offering services to potential learners,
such as libraries, employers, social service agencies that do not offer educational programming, or
community- based organizations that want to provide educational services but do not have the
resources or expertise. Ask them if they will link to your program from their websites. This type of
organizational partnership can open doors to further collaboration, which could benefit your program
and your learners. Students who find you through these websites are clearly interested and have at least
sufficient mastery of the technology to indicate that interest. Adding online tools to your website allows
students to express interest in learning more (e.g., using scheduling tools such as Calendly) or to apply
(e.g., using tools such as Google Forms). These online processes also serve to demonstrate adequate
digital literacy skills needed for online learning. Once the student has contacted the organization, an in-
person meeting can be arranged, at which time the student can be pre-tested (according to National
Reporting System guidelines), talk about goals, and determine whether distance education is an
appropriate match for the student’s educational goals and abilities. Recruiting within Workforce
Development Agencies and Partner Organizations The Workforce Innovation and Opportunity Act
(WIOA) defines allowable or required activities for federally funded adult education programs and sets
forth funding for workforce development agencies and adult education programs. A critical shift from
previous federal legislation is the requirement for unified state, local, and regional plans to articulate
how they will collaborate in several key aspects. The first iterations of unified plans defining
coordination of adult education and workforce development agencies went into effect on July 1, 2016.
These plans are required to demonstrate collaboration that could impact the way agencies view
distance education programming, particularly regarding reaching potential learners in the workforce
development system The relevance of distance education programming for workforce development
agencies can be found in the act itself. The skills required to work independently online are included in
the prioritized list of Workforce Preparation Activities, defined in WIOA, Title II, as: activities, programs,
or services designed to help an individual acquire a combination of basic academic skills, critical thinking
skills, digital literacy skills, and selfmanagement skills, including competencies in utilizing resources,
using information, working with others, understanding systems, and obtaining skills necessary for
successful transition into and completion of postsecondary education or training, or employment.
Additionally, WIOA requires opportunities for integrated education and training programs, defining such
programming as: a service approach that provides adult education and literacy activities concurrently
and contextually with workforce preparation activities and workforce training for a specific occupation
or occupational cluster for the purpose of educational and career advancement. This definition of
services creates an opportunity for online basic skills development coordinated with occupational
training. Consequently, distance education could be a valuable way to enact interorganizational
collaboration. Additionally, the language of Title II (the section of WIOA that defines adult education)
Sec. 223 calls for state leadership activities to support “alignment” activities, naming one-stop partners
(federally funded organizations that help adults find employment). Specifically, the act calls for provision
of career pathways programming and is explicit about the need for collaboration across organizations.
Because these agencies are now required to provide educational services to low-literacy adults
(Required Elements Report, OMB, 2016, p. 19) and many are doing so for the first time, they will
perhaps be open to participating in recruitment of distance learners within their client (also called
“customer”) lists. These workforce development agencies may be looking for the expertise of adult
education practitioners, and the customers they serve would perhaps welcome information about ways
to build skills and knowledge while they are also seeking employment. Finally, understanding the
categorization of allowable activities and what is funded in the different sections of WIOA could help
adult education programs collaborate with organizations funded under the other “Titles” of the act. For
example, Title IV, which deals with Vocational Rehabilitation Services (VRS), is a well-funded corner of
the workforce development system. VRS offers job training and employment placement services to
individuals with disabilities. It serves a large pool of job seekers who may not have previously been
served by Title II programs but who have basic skill needs. Requirements in WIOA Title IV include
“provision of services to students and youth with disabilities to ensure that they have meaningful
opportunities to receive the training and other services they need to achieve employment outcomes”
(LEAD Center, 2015). Adult education could potentially partner to provide that training. For example, the
limited time a learner is available to be somewhere in person could be focused on the technical skills
part of a job training program, whereas the academic supports needed for things such as high school
equivalency completion could be managed and delivered by adult education via distance education.
Since there is no specific dedicated funding for special needs in Title II (the part of WIOA that addresses
adult education), partnerships with Title IV funded programs could be fruitful for all involved. This has
worked well in northwest Michigan. The WIOA Title II adult education provider is housed inside an
American Job Center alongside all other titled funding sources. Sharing a location together has
supported much collaboration. For example, to support a student having difficulty passing a GED® test
without accommodations, the education provider partners with the Title IV provider who would pay for
the costly identification screening. In another example, a high school graduate who has basic skills needs
participates with the support of both Title II and IV programs to build skills education and get job
counseling and training needed to obtain employment. In this case, Michigan Rehabilitation Services
conducts on the job training, while the adult education provider concurrently provides the basic skills
training specifically targeting skills needed in the chosen job. Planning for Learner Recruitment Activity
2.1 Characteristics Supporting Student Success Think about what skills, experience, and dispositions
students will need to be successful in your distance or blended education program, based on the
curriculum and materials you will be using and your programmatic distance education goals. To get
started, think about how you will handle the tension between finding learners who are likely to succeed
given the resources and activities you offer and the need to support “all comers.” Consider the details
for a distance course or blended learning opportunity you will be offering. List course-specific
requirements, and for each one, describe the material and technology students need to possess to be
successful. The more specific you are in detailing what you think the student will need, the more
focused you can be in your recruitment for this course. Activity 2.2 Identifying the Target Audience
Identify the different places and the means by which you might find learners with the characteristics you
identified in Activity 2.1. Note that in the course, IDEAL 101: Foundations of Distance Education and
Blended Learning, these prompts are expanded into fully developed collaborative activities for your
team to complete together.
Chapter 3 | Assessing Readiness Determining What Supports Students Need to Succeed in Distance and
Blended Learning Introduction Imagine this fairly common scenario for new distance education
programs: You decide you want to use distance education to intensify learning for current learners. You
might also decide to offer a new complementary online component to your face-to-face classes or
provide a learning option for learners who cannot make it to regular class times or are on your
program’s waitlist. While all are good reasons to start using distance education, without careful
coordination, proactive planning for providing support, and marshaling of resources, the learners who
start in this program are not likely to have the support they need to persist. What can happen is a churn
of orientation for new learners, constant follow-up to connect with learners who are not participating,
and work to exit learners who have not been regularly participating. Past IDEAL member states all seem
to have stories about how this scenario played out and eventually impacted new distance programming.
Because resources in adult education are often in short supply, distance education programs have a
finite amount of staff time available to support learners. Ideally, this time is used in facilitating students’
learning. In reality, there is sometimes a disproportionate amount of time spent on administration and
keeping track of learners. To mitigate the possibility of this happening, programs need to be sure they
understand the level and types of support that each learner needs, and have in place plans to provide it.
Implicit in this strategy is the need to understand the readiness of potential future learners. This
readiness is characterized by learner strengths in several areas, including: academic readiness for
particular content, soft skills or habits of mind (e.g., persistence, time management, and goal setting),
technology skills, and access to a device (e.g., computer, tablet, smartphone) and the Internet. While the
work adult education agencies did to provide emergency remote instruction during the COVID-19
pandemic has shown that learners of all levels can participate in distance learning, it may be worthwhile
determining which learners are best served with a distance education model at your agency, what skills
and access are necessary to participate, and how you can set these learners up for success. If you are
working to provide distance education opportunities for a wide range of learners, you can learn from
past and current practices to assess student readiness and determine which learning materials best align
with their competencies and needs. Then you are better equipped to provide the supports necessary for
learners at all levels to boost persistence in educational opportunities. Alignment of Learner Knowledge
with Proposed Curriculum It is important to determine the skills a learner brings to the learning
experience (e.g., reading proficiency and computer competencies). First, this requires that instructors be
familiar with the objectives of a course and the skills and competencies needed to engage with the
curriculum and instructional materials. Second, teachers need to examine a student’s academic skills
and knowledge, which can be done with a formal assessment tool (e.g., TABE, CASAS, or BEST),
customized placement assessments, and/or by informal means (e.g., observing the ease with which they
read materials about the program and listening to their oral English skills as they talk to the teacher).
Seminole State College has created this oral assessment to help with determining placement and
learning needs for their ESOL students. Teachers working in a blended learning environment, who see
learners in class, will likely have an understanding of their learners’ academic readiness for the online
activities needed to do coursework. Teachers supporting students working completely remotely and
independently need to be sure students have the academic skills needed to handle the work. Assessing
students prior to instruction helps ensure the program is a good fit for students’ needs and abilities.
Most organizations already have a system in place for assessing new students, but current assessments
should be expanded to measure a student’s capacity to use technologies—either in class or in online
independent work. Some organizations require a particular assessment tool. The more closely
placement assessments match the curricular content and skills required to access learning, the more
useful the process will be. (For more information about assessment and adult education distance
learners, see the original Project IDEAL Working Paper 1, Assessment and Accountability Issues in
Distance Education for Adult Learners. Although published in 2002, it still has relevance today.)
Assessment of Nonacademic Competencies Learner persistence and success in distance education
depends on more than students’ academic skills and knowledge. Distance and blended learning require
that students be able to organize their time, work independently, have good study skills, and solve
problems using technology. Learners who lack these skills can come against barriers in a distance
program. These noncognitive skills become very important in distance education, where students are
not enrolled in an onsite classroom-based course, and teachers may meet with their students only once
or twice over an entire course, with the remainder of the communication occurring via telephone, email,
online learning features, or videoconference. Additionally, depending on the distance learning model
used, distance students may have little or no face-to-face contact with other students taking the same
course. This means distance students need to possess the characteristics (e.g., independence, self-
motivation, and organization and study skills) that enable them to succeed without the extra support a
classroom environment typically provides. Thus, early in program orientation or the assessment process,
teachers should find some way to assess such competencies. There are many ways to assess these
characteristics, ranging from questionnaires to informal interviews with potential students. Habits of
Mind and Skills That Matter Habits of Mind have been defined as the behaviors required to support
learning and successful application of the knowledge that students already possess. These habits come
into play when a learner faces a challenge or needs to solve a problem. Such events require a learner to
creatively draw on prior knowledge and not give up. Many of these habits are encompassed in the
Teaching Skills That Matter in Adult Education project of the U.S. Department of Education, Office of
Career, Technical, and Adult Education. These are the transferable skills required for success in daily life,
work, and school. Adaptability and willingness to learn Communication Critical thinking Interpersonal
skills Navigating systems Problem solving Processing and analyzing information Respecting differences
and diversity Self-awareness The Habits of Mind Self-Assessment Rubric created by the Institute for
Habits of Mind provides a means to informally gauge these soft skills and can be used as a guide to help
teachers and learners together determine readiness for independent work. Other Assessments In
addition to the assessments described above, there are several online self-assessment surveys that help
students determine whether learning independently online (in either distance or blended models) will
work for them. Sample Intake Survey: Appendix A of this handbook is a questionnaire developed by
IDEAL Consortium leadership and informed by past member observations about questions required for
intake. Students can take the survey alongside the facilitator in an orientation session. YWCA National
Capital Area Learner Readiness Survey: This short survey was developed in Google Forms specifically for
intake in adult basic skills programs. It covers a range of readiness areas, including study environment,
time available for distance learning, access to devices and the internet, and how students problem-
solve. YWCA National Capital Area Motivation Inventory: This short survey may help you understand a
learner’s current motivation and commitment to working independently. You could use the survey
results as the basis for a conversation during an intake session. MNSCU Distance Learning Quiz: The
Minnesota State Colleges and Universities system offers an online education readiness quiz covering
motivation, learning preferences, time management, commitment, academic readiness, and technology
skills/computer access. Penn State Self-Assessment: This brief quiz asks questions about time
management, study skills, personal organization, and technical skills. The quiz offers feedback that
teachers can use as the basis of a conversation about readiness. Questionnaires of this type provide
another method for determining the most appropriate educational plan for students. Concrete
information about time usage, study skills, and the ability to organize is a valuable component of
orientation for distance and blended learning students. We encourage you to explore the resources
above, consider the requirements of your distance or blended program, and then create your own.
Google Forms and Survey Monkey are both useful tools for gathering, organizing, and storing
information. If your organization has Adobe Acrobat Pro, you can use that to create forms that
automatically transfer gathered information to a response file. Digital Literacy Skills Foundational
computer, telephone, and mobile device skills (e.g., proficiency with common computer applications,
Internet browsers, and use of email) are a necessity for students studying online. It is also critical that
learners have a basic understanding of how websites and hyperlinking work. While students know to
turn the page of a book to find what comes next, they might not know that they need to scroll down on
a web page to see all of the information or follow an important hyperlink to needed information
Computer and Internet Access In a classroom setting, educational materials and technology are
sometimes made available to the students (e.g., computer labs, tablets, and the Internet). Organizations
are also likely to employ someone who is knowledgeable in those technologies and who can help
teachers and students best utilize them. Students who cannot come into the organization to use these
resources may not have access to the same breadth of technology and support. Though computer and
Internet access among these adults is increasing at a very rapid rate, organizations must problem-solve
ways to provide students with access to all of the materials and technologies they will need to get the
most from their distance studies
Chapter 4 | Orientation Setting Up Learners for Success Introduction Many distance educators assert
that orientation is a key component of retention. In a longitudinal experimental study, Porter and Sturm
(2006) found that learner persistence in distance education programs was connected to the quality of
the orientation received prior to instruction. A key attribute of successful orientation programs was the
time spent building a relationship with the instructor. A carefully planned orientation can provide an
opportunity for the learner to get to know the distance education or blended learning instructor and
provide time to address a wide range of issues that prepare learners for a successful and positive
experience. Even if it is conducted remotely, via video conference calls, during the orientation, students
build rapport with the teacher and are introduced to the curriculum materials and to the concept of
working, at least in part, independently. In addition, orientation allows the teacher to determine if a
particular program is a good match for students’ interests and abilities, determine if students have the
requisite skills to succeed, and make decisions about how to support student persistence. Orientation
can also be a time when teachers help students set goals for participating in the program and clarify
expectations for course participants. Study skills, strategies for working independently, digital literacy
skills, and digital resilience can also be addressed. Finally, orientation provides a way for teachers to take
care of “housekeeping” details, such as collecting contact information (e.g., a telephone number, email
address, or Skype name) Elements of a Solid Orientation Some elements of orientation for distance
learners are similar to what typically occurs for in-person classroom programs. Teachers and students
are introduced, students learn how to use the curricular materials, and course requirements are
discussed. Orientation must also include activities that establish realistic expectations for distance study
and provide students with a sense of how their distance learning experience will proceed. Additionally,
the activities to assess readiness in Chapter 3 generally occur during orientation. The activities that
should occur during an orientation session include Covering these topics is particularly important
because although students have an idea of what is likely to happen when they step into a classroom,
they most often do not have relevant history or experience with distance education. Duration and
Structure How long should an orientation be? This depends on what your organization determines it
needs to include. Some organizations may decide their students will be prepared after a single four-hour
orientation. Others may decide that students need a more comprehensive, multipart orientation adding
up to 6 or 8 hours. A few organizations have created orientation programs lasting 12 hours (at which
point the students can be officially designated as distance learners in NRS reporting (See Technical
assistance guide for performance accountability under the Workforce Innovation and Opportunity Act,
2021). Each organization should determine how to structure its orientation to best prepare students.
orientations for distance students. Group orientations are more efficient for the teacher and allow the
student to meet others who will be working at a distance or participating in a blended learning cohort.
This provides an opportunity for students to develop social support systems for their independent work.
On the other hand, individual orientations may be more comfortable for students who might need
individualized support to prepare for studying online. Many programs began to offer orientation via
video conferences. Using this technology, teachers can orient either a group or individual student to
distance learning no matter how far they are from the school. Identifying and Assessing Learner Goals
Orientation is the time for learners to identify their goals for participating in distance or blended
learning. Many organizations have goal setting as part of their usual intake process, and the information
gained there should be given to the distance teacher. In addition to this, organizations should consider
additional questions about goals specific to distance education for the distance education orientation.
This information is not only useful to the student, but assists the teacher in meeting the student’s needs
and determining whether a distance or blended model is a good fit for that particular student. Educators
should look carefully at ways they can use goal setting to help guide their instructional planning. Asking
questions about goal setting means going beyond information required by the NRS (e.g., obtain a job,
earn a high school equivalency diploma, and improve literacy skills). (See Technical assistance guide for
performance accountability under the Workforce Innovation and Opportunity Act, 2021.) These goals
are a good starting point to guide students into the appropriate type of program (e.g., English language
learning, high school equivalency diploma, or career pathways). However, to use goal setting as a basis
for instructional planning, the goals need to be at a much more specific level—similar to what many
educators call “objectives.” This involves breaking up the larger goal (e.g., get a high school equivalency
diploma) into smaller steps that the student can accomplish in a realistic time frame (e.g., learn the
algebra required on the high school equivalency test during the next semester). These more specific
goals or objectives provide the teacher with direction in planning educational programming to meet the
students’ needs. They can help the teacher select the appropriate materials for students and provide
more tangible, incremental milestones. Additionally, it may be helpful for the teacher to periodically
revisit the goals with students. This allows the teacher and students to assess progress, adjust the
instructional plan if needed, and refine the goals to reflect the students’ growth. Used in this way, goal
setting is not simply something required by reporting forms, but a valuable component of students’
educational plans. (See the dated but still useful Project IDEAL Working Paper 3, Using Assessment to
Guide Instructional Planning for Distance Learners, for more about this topic.) Goal setting may be a new
concept for your learner; adult education students come from many backgrounds and experiences,
some of which do not focus on goal setting. Provide clear guidance to students as they learn to set goals.
These goals may also need to focus on good study habits that learners will adapt during distance
education classes. Be prepared to be supportive and provide guidance for Setting Expectations for the
Class Orientation is the ideal time to set the expectations for the distance learning class or the
independent online portion of a blended learning model. This ought to include what the student is
expected to do and what the student should expect from the teacher. This is the time to spell out in
detail the course requirements. The questions that follow are designed to guide teachers in setting
expectations for students Technology Requirements and Access New students need to know how to
access learning activities and how and where they can access a device and internet connection if they do
not have them at home. Additionally, if they are using their own laptops, tablets, or smartphones to
access course materials, they might need additional support. You should ask learners to bring these
devices to the orientation to be sure learning resources can be both accessed and realistically operated
on them. If you are conducting your orientation completely remotely, start by using a digital technology
that the students feel comfortable with. For some students, this might be a phone call. Many students
already have WhatsApp, so you might use that as a way to send demonstration videos that show how to
use other technologies you plan to use for your instruction. It may be helpful to provide students with a
“quick reference” sheet listing pertinent information (e.g., contact information for the teacher, step-by-
step instructions for accessing the online component of a curriculum, and the address of a website
linking to supporting online activities) for later reference. Digital navigators serve a valuable role in
identifying digital barriers and helping learners to secure devices and the internet. Digital navigators can
also provide instruction or refer learners to classes and resources to improve their digital literacy skills.
Teaching Digital Literacy Skills and Building Learners’ Digital Resilience A well-designed orientation not
only trains students in the skills they need to be successful with the learning activities, it should also
introduce learners to the concept of digital resilience. Orienting Learners at a Distance Planned Pure
Distance Programming Most of this chapter has discussed orientation from the perspective of programs
that conduct face-to-face orientations for distance or blended learning. However, some states have pure
distance education programs where the majority of instruction is delivered at a distance. Students find
these programs either online, through a statewide referral service, or through another referral source.
These students complete intake, assessment, screening, and orientation in person at a local adult
education organization. Learners may also complete additional orientation activities at a distance. This
may be done synchronously through webinars, as well as asynchronously using online activities. Remote
Orientation When In-person Is Not Practical There are times when it is not possible to meet in person.
This could be due to health related issues, geographic distance, or barriers to in development and
implementation of a completely remote workplace ESL class, which included a robust remote
onboarding and orientation process. Important features of the onboarding included starting
communication with phone calls and texting to ensure that students could access the videoconferencing
tool and then using that tool to introduce the course Moodle site and other learning technologies. To
introduce each technology, teachers provided incremental and highly visual and proactive guidance, and
were available for tech support that was often provided in a learner’s home language. You can read
more about this effort in their report, Upskilling New Americans: Innovative English Training for Career
Advancement. Similar steps proved effective for countless programs that moved their instruction rapidly
online because of the pandemic. A common pathway for introducing technologies began with a phone
call then a transition to WhatsApp then to Zoom and finally to other educational technologies that
enhanced engagement and communication. Although it is possible to orient students completely at a
distance, it is important to ensure some face-to-face time during orientation, even if that is via
videoconference. Face-to-face orientations, especially those done in person, are consistent with the
growing preference for using a blended model of distance education to serve adult learners. Pure
distance learning programs may find that additional orientation activities need to be completed at a
distance to fully prepare the student for distance learning. Students should be supported by a distance
teacher as they work through these activities. NRS Requirements Finally, orientations provided
completely at a distance do not fit well with the NRS requirements if programs are seeking to monitor
learner progress through NRS level gain. The standardized testing required for this is best accomplished
in person, in a proctored setting. Some states have made arrangements with local libraries and
community-based organizations to disburse students across settings in order to accommodate proctored
assessments with social distancing during the COVID-19 pandemic. This strategy also might allow
proctored assessments of students in locations closer to their homes. In either case, the remaining
orientation activities can be delivered at a distance.
Chapter 5 | Instruction Getting Started

Introduction Online teaching in adult education, whether it happens in class or at a distance, is ever
evolving. These changes are due to more widespread availability of free and licensed edtech tools and
curriculum products, along with increased access to learning made possible by mobile technologies. This
evolution in online teaching accelerated dramatically in response to the COVID-19 pandemic. Across the
United States, practitioners and professional development providers have come together in webinars
and communities of practice to share innovative strategies and resources. Much innovation has been
hatched in IDEAL Consortium states, buoyed in part by their past efforts to implement distance
education. One lesson we have learned is that while the major functions of a distance teacher may
mirror those of a classroom teacher, the tools and methods at times need to be different. This chapter
introduces an approach to distance and blended learning instruction that encompasses both what we
have learned from these teachers and the opportunities made possible by new technologies. A key
takeaway from past experience is that, in distance learning, even when learners are working
independently and possibly primarily through an online curriculum, teachers still play a vital role in
providing instruction, feedback, and support. Since many adult learners may not have had previous
distance or blended learning experience, teachers must endeavor to guide them, assign supplemental
instructional activities as needed, and provide encouragement as they work toward their goals. We call
this approach involved instruction, where teachers are actively engaged in their students’ learning--even
though they are remote. Involved Instruction Some of the first research on online distance education in
adult education shows that effective distance learning requires more than passing out login information
to an online curriculum. Rather, it must include: A continuum of instruction, ranging from high
engagement in social interaction to individual independent learning opportunities that may include
some minimal electronically mediated instructor to learner and one to one learner interactions (Askov,
Johnston, Petty, & Young, 2003, p. 67). In another early and important study, Zhao et al. (2005) found
that the amount of instructor involvement positively impacted the quality of the student experience;
increased involvement meant increased success. They defined involvement as the “extent to which the
instructor is involved in actual delivery of content and available for interactions with the students” (p.
1846). Minimally, this means a teacher assigns appropriate content and then periodically monitors
learner work in an online curriculum and provides feedback or encouragement through email, an app
like WhatsApp, or the curriculum’s communication features. Ideally, some measure of responsive
teacher-student interaction should be a regular aspect of the learning experience. More teacher
involvement could include periodic in-person or virtual face-to-face meetings via telephone or video
conferencing tools (e.g., Zoom, Google Meet, WebEx) along with the assignment of supplemental
activities to support learning. Teachers can foster further involvement by creating facilitated
opportunities for peer-to-peer interaction online. (See Appendix B for a list of key activities required to
monitor and support learners at a distance. Such interaction is possible today because of improvements
in technology, which allow for a great variety of instructional activities and communication formats.
These technologies make both students and teachers more comfortable working online and increase
student motivation and outcomes. Online collaborative activities foster community among students
because they support each other with both academic content and technical aspects of the online work.
Most social media tools are great for this purpose. Integrating some social media into your instruction
encourages collaboration and supports peer learning. Prior research shows that students posting and
responding to each other leads to rich interactive learning experiences because, through that
communication, learners establish social presence. They are seen. This is beneficial even for beginning
literacy students (Bigelow et al., 2017; Vanek et al., 2018). Benefits of Involved Instruction Involved
instruction also supports learner persistence. In this approach, an instructor takes on the role of a
facilitator, and the online curriculum and supplemental materials become a resource, not just the sole
means of instruction. As a facilitator, an instructor mediates between the learner and the online
content, personalizing learning. Because an instructor is more present, they can provide support and
learning activities that best suit a learner’s needs. An excellent example of this is found in the work of
Delgado Community College in Louisiana. Instructors at Delgado have created an online curriculum that
is used by teachers across the state as a basis for instruction. Using Google Classroom, Slides, and Docs,
teachers are able to personalize learning using targeted responses to learners’ work and assigning
supplemental resources as needed. A student developing proficiency with online learning in this
supportive approach can build the confidence and computer skills they need to succeed in online
learning (Sharma et al., 2019). Components of Involved Instruction What does involved instruction look
like? In 2013, a Project IDEAL instructional strategies study group convened under the leadership of Dr.
Jere Johnston to explore the state of distance education instruction and to describe the practices used
by teachers identified as “successful” by their states’ distance education leadership. The study group
members interviewed these teachers and noticed similarities in their work that illustrate how to provide
involved instruction. Preparing for Online Instruction Strategy One: Use a Blended Learning Approach
Sometimes called “hybrid,” these learning opportunities blend classroom (or remote face-to-face) and
online instruction. This approach to instruction is highly effective. For example, in Arizona, level gains for
the state’s adult learners participating in blended learning moved from 6% above those made by
learners participating in traditional in-person classes in 2014 to 16% above in 2015 (Vanek et al., 2018).
Why? Blended learning extends the amount of time spent learning and allows teachers to intensify
learning by differentiating instruction, providing activities at a variety of levels to suit the knowledge and
skills of different learners. Additionally, when done in the classroom, learners benefit from ongoing
support from the teacher as they learn how to learn online. Even if the face-to-face component of
blended learning occurs remotely, with the teacher present to guide learners through problems,
misconceptions, and applications of newly acquired computer skills, adult learners can move through
learning material more efficiently and develop skills needed to continue their education independently
online. For learners who have more time, it also may enable them to accelerate their learning by adding
more study time outside of class, especially if the online component is well integrated with the face-to-
face curriculum. Blended Learning Models This integrated learning experience takes shape in several
models, depicted in the graph shown here from the Christensen Institute. These definitions were
constructed in the years before the pandemic. It is true that this reality has introduced additional
considerations to take into account; however, understanding these different models can make ideas
that feel very abstract seem more concrete when you are in the planning process. Consider these
definitions with enough flexibility to understand that though students might not be together with other
students in a classroom, the benefits of blended or hybrid can be leveraged to support completely
remote approaches that mix synchronous cohort classes held via video conference with independent or
small group asynchronous learning activities coordinated via group messaging/texting tools Rotation
models: Students rotate through different stations on a fixed schedule. At least one station is an online
learning station. In the flipped model, this “station” happens at home, where students engage in
essential instruction through video and other media. This “flipped” instruction allows face-to-face
instructional time to go beyond just traditional lectures. Because of intentional sequencing, instruction
happens at home, often prior to class, so students come prepared to engage in face-to-face instruction
beyond just traditional lectures. Flex Model Students use different learning resources fluidly, as needed.
Most of the resources are online, and teachers provide instruction as needed to supplement online
work. A La Carte Model Students take a course online with an online teacher, as well as other courses in-
person, to give maximum flexibility in student schedules. In adult education programs in the United
States, this is sometimes called dual-enrollment or hybrid learning (Murphy et al., 2017). Enriched
Virtual Model This model is what many adult education programs may consider supported DL, where a
student completes most work online and outside of school, and periodically checks in for face-to-face
instruction with a teacher. 1. Know why you are using blended learning. Decide on the overall goals for
use of blended learning. Perhaps you want to move away from traditional, teacher-centered classroom
instruction, moving it to videos and activities accessed online and using class time for collaboration and
project work; this model of blended learning follows a flipped sequence. Perhaps you want to leverage
rich online resources to move to competency-based learning or support your organization’s efforts to
integrate development of College and Career Readiness Standards. According to Rosen and Stewart
(2015), each of these goals is well-served by blended models; we suggest being intentional in your work
and being able to articulate the goals you have for embracing blending learning before you select
technologies. 2. Find out about student access to devices and the internet. Explore your students’ access
to computers and the Internet both in and out of your organization. Rosen and Stewart (2015, p. 32)
provide a table that might be completed by doing an informal survey of your learners and considering
your own knowledge about access to computers on-site. See Table 1 (included with permission). 3.
Survey current technologies. Acquaint yourself with the range of learning technologies that you might
integrate into your blended learning course. The report from the IDEAL instructional strategies study
group includes a glossary of several popular tools. Rosen and Stewart (2015) also describe useful
resources in their book. (See Blended Learning for the Adult Education Classroom, pp. 10–30.)
Additionally, there are useful online repositories that link to promising educational technologies.
CrowdED Learning’s Teacher Tools page lists tools for communicating, finding content, and organizing
and managing learning. The EdTech Center’s WorkforceEdTech.org offers similar resources and includes
short case studies showing many of them in use. 4. Choose a learning platform. Often, as teachers, you
don’t get to choose your curriculum, but if you do, decide whether a licensed online curriculum will suit
your needs or whether you need to build your own online resources. Rosen and Stewart (2015) provide
a logic model to help you determine which would be most suitable for your program. The exercise
requires consideration of the following issues: Leeway given to teacher for making such choice (i.e.,
whether your state has a required online curriculum) Teacher preference Development time available,
deadline Cost of licenses (See Blended Learning for the Adult Education Classroom, pp. 43–45, for the
complete logic model.) Whether you choose a turnkey or teacher-created curriculum, be sure it includes
features required for your chosen instructional model, including a way to organize content, a means by
which to monitor learner work (e.g., teacher access to learner activities and/or reports of progress),
accessibility affordances that meet your learners’ needs (e.g., options for deaf or vision-impaired
students), a place for learner collaboration, and mechanisms for ample teacher-to-student
communication. 5. Decide on communication strategies and tools. Establishing consistent, sustainable
communication protocols with learners is the best way to support persistence. Reflect on how you will
communicate with your learners online. 6. Prepare students. Allow ample class time, or video
conferencing time, to introduce students to any new technology and give them a chance to practice with
your support. For example, while it is important to help students log in and navigate through features of
a tool, it is equally important to make certain they can successfully initially reach it on their own. Give
them at least one opportunity to go through the process of logging in and initiating an activity to
demonstrate they can complete work independently Strategy Three: Use Supplemental Learning
Activities There are times when even the most thoroughly developed teacher curriculum or robust
licensed comprehensive curriculum cannot cover all of the learning needs of a learner or classroom of
learners, or you might notice that content required to address required standards is missing, so you will
need to find and evaluate supplemental resources. Open Educational Resources (OERs) One way to
provide complimentary resources is by using Open Educational Resources (OERs). An image, eBook,
podcast, video, fully developed online course (e.g., EdReady.org), or interactive learning activity are all
OERs. What makes an educational resource “open”?
Chapter 6 | Assessment Student Participation and Progress Introduction Assessment is an important
part of both face-to-face and distance education. Adult educators use assessment for several reasons: to
determine an appropriate placement for a student before instruction begins, to gauge learner progress
in the course of an instructional sequence, and to measure how well a program of instruction is working.
Determining placement and measures of program effectiveness are often accomplished using
standardized tests (e.g., TABE, CASAS, and BEST Plus) or assessments developed by a program. Gauging
learner progress can be accomplished by using a combination of formative and summative assessment
strategies. Why Assess? Provides diagnostic feedback What is the student’s knowledge base? What is
the student’s performance base? What are the student’s needs? What has to be taught? Helps
educators set standards What performance demonstrates understanding? What performance
demonstrates knowledge? What performance demonstrates mastery? Evaluates progress How is the
student doing? What teaching methods or approaches are most effective? What changes or
modifications to a lesson are needed to help the student? Relates to a student’s progress What has the
student learned? Can the student talk about the new knowledge? Can the student demonstrate and use
the new skills in other projects? Supports student self-evaluation How am I doing? Now that I know how
I am doing, how can I do better? What else would I like to learn? Supports teacher self-evaluation What
is working for the students? What can I do to help the students more? In what direction should we go
next? Formative Assessment to Gauge Student Progress and Guide Instruction Assessing student work
on a regular basis provides both the teacher and the student with a sense of the student’s progress,
indicates strengths and areas for improvement, and helps the teacher plan appropriately to meet the
student’s needs. This formative assessment is part of the process of a learning sequence (Bakerson,
Trottier, & Mansfield, 2016; Popham, 2011). Formative assessment can be structured using rubrics,
quizzes, or observation protocols. It might also be less formal, quick comprehension check questions
asked throughout an instructional period or exit tickets turned in at the end of class (Sparks, 2020).
Assessments are valuable for students because they provide a way for them to gauge their progress
toward meeting goals. Tips for Doing Formative Assessment in Distance Education Collect data over
time. Formative assessment is a process, so you should collect evidence of learning throughout the
semester. Summative Assessment to Measure Learning Over Time Interim and summative assessments
both measure learning over time. Interim assessments show individual student progress toward a set of
standards. These might be considered summative tests of a chunk of content. They happen periodically,
like in the middle of a curriculum unit. They are also somewhat formative because teachers can adjust
instruction for the rest of the unit or block of time (Sparks, 2020). Summative assessments compare a
student or group of students against a set of standards. Though they do show individual student
progress, they also measure the efficacy of instruction. This assessment occurs at the end of a unit or
course or program year. Summative assessments are standardized in order to support comparisons
among students or groups of students (Sparks, 2020). Examples of Assessments Possible in Distance
Education Classroom teachers have a variety of formative and summative methods they can use to
assess students’ performance: homework and class assignments, student feedback and what they say
about what and how they are learning, the questions students raise in class, students’ body language,
and unit quizzes and tests. Distance teachers can also assess students’ progress, but may need to use
different tools and technology than a classroom teacher. Thus, one of the key tasks for distance teachers
is to develop ways of obtaining the information they need to conduct assessment of student progress on
a regular basis. Collecting this information is part of the learning sequence; it involves determining
when, what, and how to test and making instructional choices based on results (Popham, 2011).
Teachers in a blended learning class will want to include formative and summative assessments in both
the face-to-face and online portions of the class. The following section includes examples of assessment
methods and how they can be used in a distance education and/or blending learning environment.
Reviewing Student Online Work One way for teachers to assess student progress is to regularly review
the student’s work and provide feedback. Another option would be using tests and quizzes to assess
distance students; this may make distance assessment more parallel to classroom-based assessment.
These quizzes could be completed using online websites, posted in a learning management system, or
emailed to the student. When providing synchronous remote instruction, teachers can assess students’
work similar to in-person methods, such as asking questions, using real-time formative assessment tools
and games, or having students submit writing samples through chat. Since the primary focus of these
formative assessments is to gain information to help the teacher in instructional planning, issues about
secure testing sites, which are a concern for accountability purposes, are less relevan Portfolios Students
and teachers can maintain a portfolio of student work to track and demonstrate progress. Although
portfolios do not meet National Reporting System requirements, they can provide additional evaluation
information to guide instruction. In a blended learning scenario, integration of portfolios can provide the
means to extend classroom-based learning to out-of-class or online work. Using Rubrics for Alternative
Assessments Teachers who use performance-based assessments, like culminating activities or portfolios,
provide both clear expectations from the start and incremental feedback along the way. The use of
rubrics or assessment tools for sharing assignment expectations, along with offering timely feedback and
grading of student work, is central to the effectiveness of student learning. Interaction with Students
Using the telephone or an online tool (such as Skype or Zoom), distance teachers often meet with their
students to review their work and ask them questions to assess their understanding of concepts. These
meetings may also be held in person for blended students. The following video shows how a K-12
teacher some makes the most of a short conversation by turning it into an interview assessment:
Progress Checklists Skills checklists can show a student’s progress while in the program. Skills checklists
may be part of a goal plan or a stand-alone tool used by teachers and students to document skills
attainment. Documenting student progress can support persistence by changing a student’s beliefs
about their capabilities and achievements (Drivers of Persistence: Competence, 2013). A visual
representation of learned skills can build students’ self-confidence and self-efficacy in terms of their
ability to learn and be successful in education. This change in how students view their abilities can have
a profound effect on their persistence in the program and achievement. Digital badges, referenced in
the previous section, provide a great visual presentation of learner milestones and accomplishments.
Additional Assessment Measures In addition to the ideas presented above, IDEAL Consortium states
have suggested several possibilities for ongoing or interim assessment of distance student progress,
including: High school equivalency practice tests (HiSET™, GED®, TASC™) Passing individual sections of
high school equivalency tests Certifications related to digital literacy and workplace skills (Northstar,
WorkKeys®) National Reporting System (NRS) tests (e.g., TABE, CASAS, BEST Plus 2.0