Meeting the learning needs of refugees and migrants in tertiary blended ESOL courses
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Other Title
Authors
Danaher, Katherine
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2014-05-13
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
ESOL
blended
tertiary education
learning needs
technology
self-regulated learning skills
refugees
migrants
New Zealand
blended
tertiary education
learning needs
technology
self-regulated learning skills
refugees
migrants
New Zealand
ANZSRC Field of Research Code (2020)
Citation
Danaher, K. (2014) Meeting the learning needs of refugees and migrants in tertiary blended ESOL courses. (Unitec ePress Occasional and Discussion Paper Series 2014/2). Unitec ePress. ISBN 9781927214114. Retrieved from http://unitec.ac.nz/epress
Abstract
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
Publisher
Unitec E-Press
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DOI
Copyright holder
Katherine Danaher
Copyright notice
© 2014 Katherine Danaher
All rights reserved. Copyright remains with the authors. No part of this publication may be reproduced in any form or by any means without written permission of the research team.