Challenges and Strengths of EdTech Programs for Forcibly Displaced Adult Language Learners

• In Event: Adult education in conflict and displacement settings: Online learning, language, and comparative analysis

Proposal

Of the approximate 120 million forcibly displaced people around the world, millions of adults and children lack access to vital educational resources (UNHCR 2024). Access to education in refugee camps and contexts of displacement is complicated by myriad reasons including documentation challenges, lack of teaching staff, and unstable conditions within living environments (Mendenhall et al. 2017, Mendenhall 2019, Olney et al. 2019, Tobin & Hieker 2021, Rogers 2022). In the field of refugee education and education in emergencies, educational technology (EdTech) has been studied as an increasingly common approach to work around such barriers and challenges (Rude and Al Habsi 2021, Hawkins et al. 2020, Drolia et al. 2020, Tauson and Stannard 2018, Shah and Barkas 2018). EdTech has the potential to meet some of the pressing needs for access to education by providing accessible, flexible and high-quality education to learners around the world. The COVID-19 pandemic disrupted education systems globally and has further brought technology-enhanced learning to the forefront (Topping et al. 2022). Dahya & Dryden-Peterson’s work (2016) establishes that access to technology, primarily mobile phones and social networks, had a notable impact on refugee women’s access to higher education.
However, digital learning is not without its challenges, particularly those associated with digital poverty and exclusion. Particularly learners in remote settings or from less affluent backgrounds are often excluded from EdTech learning opportunities (Haßler et al. 2021). Tobin and Hieker (2021) find that context-specific learning programmes that are not exclusively online but blended, optimized for mobile technology and delivered by qualified educators are most effective. Haßler et al. (2021) reinforce that the success of EdTech solutions hinges on the wider political and socio-economic context. These findings underscore the importance of understanding details around technology access in refugee camps and context.
Our research evaluates the strengths and weaknesses of online language education for asylum-seeking and refugee adults in the United States and Europe. Utilizing a case study of the non-governmental organization, ELNOR (English Language Network of Refugees), this research highlights the voices of its students who have sought asylum in the United States, primarily in New York, and in Europe, primarily in Greece. Through survey data conducted in the summer of 2024 and interviews and focus groups conducted in February-March of 2023, this research investigates student perceptions of an English language and professional development EdTech program.
Our findings indicate several interesting aspects of EdTech based on the student experience. Through individual interviews and focus groups, students expressed that they have found community connections through online spaces. When asked about the benefits of online classes, the connections with their classmates was often the first answer. Given that the program operates completely online with students separated by screens, the researchers were surprised by such findings. Additionally, several students expressed wanting more opportunities to practice their language skills through homework and additional assignments outside of the online class hours. Regarding the survey results, many students expressed differing ideas about the speed of class when meeting online, with some students saying that the pace was suitable and others feeling that it moved too quickly. Additionally, questions inquired about difficulties in accessing class, reasons for more or less class engagement, and overall feelings of language improvement.
The contribution of this practice-oriented research is to consider how the current growing literature in EdTech relates to the programmatic experience of students engaging with EdTech organizations. Regarding research on the challenges of EdTech (Rude and Al Habsi 2021, Hawkins et al. 2021, Drolia et al. 2020, Tauson and Stannard 2018, Shah and Barkas 2018), it considers questions about the teaching quality and learning environment in online spaces. Additionally, it contributes to research on technology’s influence on educational opportunities for displaced people (Dahya & Dryden-Peterson 2016).

Authors

• Victoria H Jones, Columbia University Teachers College

• Amanda Fraine, ELNOR (English Language Network of Refugees)