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Digital Literacy and Delivery Modalities: Understanding Factors Influencing Modality Selection and Learner Outcomes in LINC
Abstract
This chapter examines factors influencing students' course delivery modality selection (fully online vs. blended) in the context of a LINC program and compares modalities with respect to digital skills acquisition, language learning progress, and participants' satisfaction, using data from assessments (pre and post) and end-of-term feedback surveys. While digital literacy was not a factor in modality selection or preference, given no statistical difference across modalities in digital skills test scores at the pretest, sociodemographic factors (e.g., gender, parental status, marital status, and time in Canada) were associated with being in the online modality, suggesting that selection of the online modality was more about flexibility and convenience. In addition, being in the fully online modality was negatively associated with the odds of improved test performance on writing tests (no difference for reading and digital literacy tests). On the other hand, end-of-term survey feedback from CLB 5 and above classes found higher satisfaction rates among students in the online modality.
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