AlphaPlus

From its conceptualization, AlphaRoute was intended to be used as a adult literacy instruction distance delivery tool.

1998-1999

AlphaRoute was piloted as a distance delivery tool in British Columbia, Ontario, and Quebec, and this pilot informed AlphaRoute (Phase 2): A Research Report.
This report found that key distance delivery supports identified by adult literacy students were Web sign design, educator support, technical help, on-site support, and interaction with other students.

2000-2001

Distance piloting was conducted at the agency level in partnership with Contact North/ Contact Nord.

The objective was to make literacy training available to adults who did not live in a community with an established Literacy and Basic Skills (LBS) delivery agency and to observe and report on this effort. 

The goals were to determine:

• The ability of adult literacy students to make progress in literacy learning through a distance delivery model
• How rural and remote literacy communities could adapt materials and provide support to adult literacy students at a distance

The December 2001 Using AlphaRoute in rural Northern Ontario communities not served by Literacy and Basic Skills (LBS) delivery agencies: Final Report, which stemmed from this distance piloting, showed clear evidence that adult literacy students are able to demonstrate literacy progress in this distance delivery model.

The report also looked at the cost-benefit relationship associated with sustaining distance delivery of an LBS program through AlphaRoute, and at the infrastructure and support required for Contact North/ Contact Nord and LBS agencies to work together to deliver AlphaRoute to remote Ontario communities. Also a result of the pilot, strategies were developed for distance delivery recruitment and retention and for communication for distance delivery using AlphaRoute.

2003-2005

Four distance delivery sites in Ontario were selected in order to explore using distance delivery models including AlphaRoute in their programs.

Research questions included:

• Can distance learning maximize the effectiveness and efficiency of literacy programs?
• What are the essential elements needed to support adult literacy students, staff, and agencies in delivering a viable distance delivery model?
• How can a viable distance delivery model of literacy programs be implemented and sustained?

Crossing the Great Divides: Distance learning and flexible delivery in Adult Basic Education is the report stemming from this research.