Some programs are back to delivering programming face-to-face (F2F), other programs have  a hybrid model in place where learners attend some session remotely on certain days and some in a physical classroom on others. While other  programs may deliver modules fully online with some tutor support.

The pivot from one delivery format to another can bring its own strains as practitioners and learners adjust to and learn how to make the most of these new formats.

In this post-pandemic era, practitioners across the programs are also using new digital tools  and practices to teach, and this adjustment to learning about and with digital tools does require a new sensibility for how LBS learners make the adjustment to incorporating technology for learning.

A variety of learner profiles, English language proficiency levels, variations in literacy levels, different past experiences in an educational setting, and varied learner motivations are all factors that require some targeted thought and planning on the part of the LBS practitioner before the lesson even begins.

Along with different learner profiles,  there exist different levels of ability, comfort levels with technology, and schedule considerations for adult who may have family and work commitments that could also impact when they arrive and leave class.

These differences in learner profiles, levels, goals, and obligational  realities  add complexity as to how a practitioner drafts a lesson plan that makes room for flexibility and differentiated instructed, so as to anticipate the diversity of issues and the classroom interruptions. 

Many adult educators witness daily the fact that learners are often intimidated by technology and quite fearful what can happen if they press a key or land on a website. 

Considering learners' feelings and fears —their affect—around readiness to work with digital tools and platforms may be something that could be explored pre-lesson to gauge exactly where learners are with respect to using technology to learn. 

What could appear like a lack of motivation or an unwillingness to try may be rooted in the lack of confidence, mixed feelings and misperceptions they have around technology and perceived dangers.

Aside from tech fears, there may also be other personal issues that impact readiness to learn and these unknowns can also impact a lesson before it begins.

Practitioners and adult learners engaged in learning in the 21st century cannot escape the unplanned digital bottlenecks that are part of the on-the-ground reality of working with technology (software updates, password dilemmas, spotty internet connections, etc.).

In addition to these digital hiccups and unintended connectivity issues, it is also a fact that adult learners in LBS programs attend class using different devices, different versions of software platforms, etc.  This variability has adult educators troubleshooting and dealing with a multitude of issues at the start of class and into the lesson itself. Pace and flow cannot help but be impacted when it comes to stopping the flow of a lesson to deal with these immediate digital realities.