Digital literacy learning was implemented as a self-paced process, rather than moving learners through activities at the same pace– a common practice in classroom or cohort models. Even within labs designed as classes or cohorts, learners self-selected their goals and they moved through the learning materials on their own with the support of a tutor. The Self-Paced Learning Brief details findings that demonstrate learners and tutors’ preferences for working at their own pace to learn digital literacy skills.
Let us know what you think in the comments section. What have you experienced in the area of using self-paced learning to support learners as they acquire digital literacy skills? How might the findings we set forth in this brief help you continue thinking about ways to serve your population of learners?