NorQuest researcher shares LINC study in new publication

Mesay Tegegne, a Senior Researcher in the Faculty of Research & Academic Innovation (RAI), has recently published a chapter in the book Technology-Mediated Language Learning and Teaching that offers valuable insights into the LINC program and its various learning formats. Tegegne is part of the Strategic Research team and works closely with leadership in the Faculty of Skills and Foundational Learning (FSFL) to conduct research on newcomers in LINC for the program funder, Immigration, Refugees & Citizenship Canada (IRCC).

Exploring different learning formats

The chapter “Digital Literacy and Learning Formats: Understanding Factors Influencing Choice and Outcomes in LINC” addresses important questions from IRCC about learning formats and their impacts. It examines how different teaching methods—particularly fully online versus hybrid formats—affect digital literacy, language learning results, and learner satisfaction.

The study compares student performance across these different learning formats using assessments and end-of-term surveys. It reveals that while digital literacy did not affect preference for these formats, sociodemographic factors such as parental status and gender significantly influenced students’ choices. Notably, the research found that blended learning environments often led to better learner improvements in the short term, while the online format had higher overall student satisfaction.

Why the research matters

This research underscores the importance of understanding the factors influencing modality choice and their impact on learning. While learners initially preferred online classes primarily because of the pandemic, flexibility, convenience, and family or competing responsibilities are now the main factors driving modality choice. Despite the higher satisfaction among online learners, blended formats may be associated with better learning outcomes, at least for some language skills, such as writing and speaking.

As Tegegne notes, “This study is not only about the implications of online and blended course formats for newcomers’ learning outcomes but also about the sociological constraints that affect the degree to which they can access and participate in different course delivery modalities.

By exploring these factors, this research aims to guide future educational practices and improve the effectiveness of language programs.

A team effort

This project highlights the effective collaboration between RAI and FSFL teams at NorQuest. Tegegne notes that consultations with FSFL leadership and management guided this study, and it would not have been possible without the support of dedicated instructors in the LINC program. The research also benefited from the support and feedback of the NorQuest community, including input from presentation at the Research & Innovation Showcase last fall. This collective effort underscores the commitment to addressing knowledge gaps and advancing student-centred educational practices.

Looking forward

Tegegne hopes that this research will contribute to the broader field of educational research and inspire further studies and discussions on optimizing learning environments. The insights from this study will play a role in shaping future educational practices and ensuring that programs continue to meet the diverse needs of learners.

As Tegegne says, “I hope this research will contribute to ongoing efforts in the settlement sector towards enhancing the effectiveness and inclusiveness of educational and language programs and ensuring that they are appropriately tailored to the specific needs of newcomers to Canada.”

Congratulations to Mesay Tegegne on this achievement! This publication represents an important contribution to the field of language education and is a proud moment for NorQuest.