Context and Identity: Exploring Adult Learners' Experiences of Higher Education

Autor/in	Askham, Phil
Titel	Context and Identity: Exploring Adult Learners' Experiences of Higher Education
Quelle	In: Journal of Further and Higher Education, 32 (2008) 1, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Student Needs; Higher Education; Action Research; Adult Basic Education; Adult Learning; Adult Students; Data Analysis; Learning Experience; Longitudinal Studies; Undergraduate Study; Context Effect; Courses; Research Methodology; Academic Achievement; Part Time Students; Distance Education; Interviews + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Auswertung; Lernerfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Grundstudium; Kursangebot; Research method; Forschungsmethode; Schulleistung; Part-time students; Teilzeitstudent; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik
Abstract	This article examines a longitudinal case study exploring the experience of a cohort of part-time, adult, work-based learners, mostly experiencing higher education for the first time. A wide range of instruments, including diaries and interviews, were used to collect data to explore, in some depth, the nature of the learning experience. Data analysis was undertaken using a matrix framework focusing on the positive and negative dimensions of the experience using the twin perspectives of learning context and individual identity. The study is shown to be part of a longer action research cycle. The study identified tensions between individual anticipation and anxiety and an institutional tension between positive conceptualisations of a supportive learning community contrasted with manifestations of higher education as an alien environment that actually hampers learning. The research was driven by the need to explore the development of a support infrastructure that addresses student needs. At one level the purpose of the research was to develop the course with a view to continuous improvement of the student learning experience. However, at the same time the research underlines the power of action research as a means of improving practice by formalising tacit reflection on learning and teaching and how this benefits both tutors and students by improving engagement and awareness of the learning process. (Contains 4 figures and 2 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10