Yes, this is our finding so far. We need to think about our programs as 
providing a range of modes of learning, modes that are connected and 
consistent. For example, a student might only be able to regularly show up 
for instruction one hour, once a week. That student could be connected to 
selfstudy options on-line or in print. The hour class might focus on 
progress with self study. Then, after a few months, that student might have 
some extra time available on the weekends. The student might be sent to a 
intensive one-day class that focuses only on spelling, pronunciation, 
algebra, or vocabulary.  The student's self-study plan might be changed to 
build on that one-day intensive class. Then a few months later the student 
might decide they are able to spend 6 hours a week in class for 3 or 4 
months, and they add that to their plan but continue the selfstudy so that 
after the class ends they don't go back to selfstudy but continue it.

--On Monday, July 17, 2006 3:48 PM -0400 Debbie Yoho <dwyoho at earthlink.net> 
wrote:


> I thought it interesting that one of the suggestions as a result of the

> persistence research is to find ways to accomodate the tendency of adult

> learners to "drop in and out".  The idea of "managed enrollment", where

> programs end open enrollment and instead offer coursework in 8-12 week

> packages, as been touted in our area as a panacea for this problem. I'd

> like to hear from programs that have tried "managed enrollment". My own

> problem is I can't figure out how to include one-on-one services in a

> "managed" context.

>

> My experience tells me, and the research seems to point to this too, that

> the problem with persistence may not be one of motivation, but of juggling

> the many realities of adult life.  Increasing the intensity of programs

> may work for some, but may also have the result of pushing out those who

> just can't commit to more than a few hours a week.

>

> "Turning Pages into Possibilities",  Debbie

>

> Deborah W. Yoho

> Executive Director, Greater Columbia Literacy Council

> 2728 Devine Street,  Columbia, SC  29205

> 803-765-2555   Fax  803-799-8417   dwyoho at earthlink.net

>

> GCLC is a community service of Volunteers of America of the Carolinas.

>

>

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John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu