system in their work while only 30% of freelancers did so. Similarly, around 2 in 5 full time AEs used collaborative tools, but only less than 1 in 3 freelancers did so. Table 25: Learning technologies used by adult educators by employment status Fulltime
Freelance
n
161
103
Industry practitioner 66
%
73.9
65.2
57.4
n
138
94
55
%
63.3
59.5
47.8
n
98
47
33
%
45.0
29.8
28.7
n
84
43
31
% n
38.5 83
27.2 51
27.0 28
% n
38.1 66
32.3 40
24.4 24
%
30.3
25.3
20.9
Collaboration platforms (e.g. Google docs)
n %
87 39.9
43 27.2
34 29.6
Mobile applications for adult training (e.g. Gnowbe, AcuiZen)
n
50
32
17
%
22.9
20.3
14.8
n
54
27
21
% n
24.8 52
17.1 31
18.3 19
E-portfolios
% n
23.9 50
19.6 33
16.5 22
E-assessment (e.g. online quizzes)
% n
22.9 111
20.9 58
19.1 38
%
50.9
36.7
33.0
n %
1 2.0
1 2.1
0 0.0
Audio-visual training aids (e.g. Smart boards) Recorded videos of training activities/contents (e.g. lectures, seminars, discussions) Learning Management Systems (e.g. Moodle, Canvas, LearningSpace, AsknLearn) Web-based seminars/presentations (e.g. Blackboard Collaborate, Adobe Connect, virtual classrooms) Web-based forums, online chats, online community of practice, polling Web-based chats, conferencing
Gamifications Simulations (such as augmented reality, virtual reality)
Others
The results show similar patterns with those of the TPs. AEs used learning technology more frequently for knowledge transfer or content dumping (e.g., Smart boards, recorded videos) than in using it to connect learners to learners or learning context, implying that training might be less experiential (learning by doing) and social (interacting with peers). AEs who reported higher proficiency in tech-enabled learning & digital literacy tended to use learning technology more often than those with low digital proficiency in their work, suggesting that targeting to improve the digital literacy skills could increase the adoption of learning technology in adult education and training. See Figure 12.
45
