Conclusions

Workforce literacy programs must provide opportunities for learners to gain experience using technologies that are prevalent in the workforce, as it may directly increase participants' chances of successfully finding and maintaining employment. However, it must also be recognized that adequate instruction is needed to assist learners in using these technologies effectively for communication, as a certain level of communication skills is essential to use various components of technology such as e-mail and electronic discussion groups. Due to the overwhelming population of adult learners who do not yet possess the necessary skills to independently participate in electronic instruction, it becomes evident that face-to-face and electronic instruction complement one another through reciprocal teaching and may provide adult learners with an optimum opportunity to gain experience using communication technologies within a meaningful, work-related context while engaging in the process of becoming e-literate for the workforce of the 21st century.

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Acknowledgements

This research was funded by a grant provided by Social Sciences Humanities Research Council. The information presented is solely the responsibility of the authors.