ABSTRACT

Participation in Education is cumulative. This problem becomes more intense by the use of E-Learning. The Digital Divide means for example, Germany faces 41% of so-called "Nonliners" who never use the internet [(N)ONLINER Atlas 2004]. One can easily guess, that non-participants in further education and 13% never-participants [Expertengruppe Lebenslanges Lernen 2004] are over-represented in the group of "nonliners".An ongoing EQUAL project started with underprivileged learners. The project allowed low level learners to participate in ECDL (European Computer Driving Licence) courses by using E-Learning elements. The learners used CD ROM learning software and faced many problems to organise their own learning process (learning competences). By evaluating the courses, we received rich knowledge about E-Learning for low level learners - a small, but necessary first step to overcome the digital divide. The external evaluation is used to collect data on three priority objectives:

• Learning for low-qualified people,
• Countering the digital divide,
• Increasing self-learning skills.

The objective of "E-Learning for low-qualified people" is investigated by asking about the previous skills of the people engaged in job creation schemes (entry questionnaire).

This evaluates whether people are being reached who currently have little knowledge of IT. The objective of "countering the digital divide" is investigated in several ways. Firstly, data is collected on whether the participants' knowledge of IT has improved (exit questionnaire). Secondly, steps are taken to establish how this happens and what role E-Learning has to play in that process (observation). The objective of increasing self-learning skills" is investigated by means of observation. Overall, the questionnaires and observation processes involved:

• 45 participants,
• 7 of which were participants that were under special observation in
• 3 EDCL modules of
• 5-10 course days with
• observations conducted during 2/3 of the course days
• 1-2 observers

Several Case Studies show how disadvantaged learners cope with E-Learning. "Ms. Invisible" is a slow learner. Her prevailing technique of "diligence pays off" was, in fact, only of limited success, since she has not sat any ECDL examinations. The opposite of the slow, steady approach can be seen in the case of "Mr. Selfmade". A specific type of resistance is demonstrated by a young craftswoman, "Ms. Contrary". A set of recommendations concerns the following: the proportion of e-learning to traditional teaching, orientation within the software (lost in hyperspace), the new role of teachers as moderators, the use of traditional lesson phases to gauge learning success, the frequently premature decision entirely in favour of or entirely against e-learning, the specific potential for frustration inherent in solitary activity, the transfer of responsibility for learning onto the learners, the problem of practical learning as opposed to learning from books and educational software, the synchronising of groups, and resistance towards engaging in e-learning components. These recommendations represent a kind of toolbox, from which tips relevant to specific situations can be used.