A synthesis of best practices for assisting Canadian adults to enhance their literacy level suggested that technology-based instruction is beneficial for adults leaners because it allows for “individualization, immediate feedback and privacy” (Canadian Council on Learning, 2006, 4). However, there is still a considerable amount of uncertainty regarding learners’ ability to transfer their learning skills to a technology-based learning environment. Karjanmaa (2001) has noted that “studying in a virtual environment sets new kind of demands on learning skills” (Karjanmaa, 2001). The author has also argued that although there are differences among learners regarding their ability to learn with technology-based learning, everyone should be given equal opportunity to learn successfully in this learning environment and proposed four key postulates of meaningful learning in a virtual environment:
- Fearless interaction: The learning environment should not stiffened learners with fear. It should instead encourage risk-taking.
- Experience of mastering: The learning environment should be competency-based and support self-respect.
- Sense of sharing: The learning environment should make learners feel that they are making a valuable contribution to something important.
- Positive tension: The learning environment should encourage learners to invest effort and energy to overcome learning difficulties (Karjanmaa, 2001, citing Neimi, 2002)