A Case Study of Adult Education and Literacy Programs and the Transition to Remote Services during the COVID–19 Pandemic

The COVID–19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant–funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explo...

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Bibliographic Details
Published in:New horizons in adult education & human resource development 2022, Vol.34 (1), p.37-50
Main Authors: Wang, Chih–Wei, Sainz, Amanda, Joshi, Suresh C., Alfred, Mary V.
Format: Article
Language:English
Subjects:
Adult Education
Adult Literacy
Barriers
Case studies
COVID-19
crisis
Crisis Management
Distance Education
Distance learning
Literacy
Online instruction
Pandemics
Professional development
remote instruction
virtual professional development
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Summary:The COVID–19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant–funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.
ISSN:1939-4225
1939-4225
DOI:10.1002/nha3.20352