Newcomer Introduction to Classes Online

Newcomer Introduction to Classes Online (NICO) was a research and service delivery project designed to accommodate the needs of newcomer online education. Through mixed media research, it studied the barriers for newcomers’ online learning and developed an orientation course to improve digital literacy for online classes.

Project Information

What is the NICO research project?

The NICO research project was a national needs survey conducted from July 2018 to January 2019. This research project identified barriers to effective online learning in immigrants. It also informed the curriculum development of the NICO course which was offered for students and instructors on The Immigrant Education Society’s (TIES) website. The NICO online course was designed to help newcomers overcome barriers to online learning. It offered a flexible, self-paced curriculum that can be accessed online at any time. Upon completion of NICO, students were equipped with the digital literacy skills needed to undertake online language studies.

What were the aims of NICO?

NICO aimed to:

• Determine newcomer needs for successful online language learning.

Why is this important?

The NICO project was conceptualized and developed due to a recognition that there was a need for an effective digital learning course aimed at newcomers. The need was further emphasized by the COVID-19 pandemic when in addition to classes, workplaces also shifted to online platforms. Technology is quickly shifting to accommodate and offer more courses online, which come with an array of benefits such as accessibility and flexibility (Appana, 2008).

For newcomers, especially those who have lower language and digital literacy skills, it is important that they establish a solid foundation into online learning. The NICO research findings were key to the creation of a free resource for newcomers who want to develop essential skills to succeed in their future online classes, and instructors who want to help students do the same.

Research Overview

Methods

Survey participants included 150 staff and students from 22 online language training programs on a random, voluntary basis.  

Guided by the methodological framework of mixed method research and under the pragmatism paradigm, the research data was collected through semi-structured interviews, document reviews, and two online surveys with:

• Students who have participated or are participating in e-learning programs
• Instructors, managers, and coordinators who work with e-learning programs

Key Findings  

Students need to overcome multiple barriers to be successful in e-learning. Some of these barriers include computer and internet access, extended periods spent on a waitlist, and low confidence in operating technological devices.

There were service delivery and waitlist gaps based on Canadian Language Benchmark (CLB) Levels.

• Less than half of the organizations offered e-learning programs to CLB 1, 2, and 3 students.
• There is a shorter waitlist for low CLB students (levels 1-4) to start e-learning classes.

There were notable dropout rates once the program commenced.

• Organizations reported a dropout rate of 30-39%.
• One-third of students found it difficult to complete coursework in the time given.

There is a need for soft skills such as time management and overcoming test anxiety.

There is a need for technical skills, such as keyboard skills, browsing skills, and learning management system navigation.  

Learn More

If you would like to learn more about the  NICO Research Project, you can read our full research report:

• Newcomer Introduction to Classes Online Program (NICO): Research Report

References

Appana, S. (2008). A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty. International Journal on E-learning, 7(1), 5-22. Retrieved from https://www.learntechlib.org/primary/p/22909/