Logged on to learning? assessing the impact of technology on participation in lifelong learning

Abstract

The role of information and communications technology (ICT) in widening participation in lifelong learning, and thereby establishing the UK as a bona fide ‘learning society’, is now enshrined in a series of multi-million pound government initiatives such as the University for Industry, learndirect and UK Online. Although politicians and educationalists have been quick to herald such initiatives as revolutionizing post-compulsory education and extending learning opportunities to ‘anyone’ on an ‘anytime, anywhere’ basis, there has been little empirical analysis of how ICT is actually impacting on patterns of lifelong learning in the UK. With this in mind, the present paper presents an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5885 households, focusing on learners' access to technology and the role that technology is playing in facilitating learning.

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