Context and identity: exploring adult learners' experiences of higher education

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.

Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback

“…The transition from school to higher education is increasingly recognised to constitute a crosscultural process 'with potential for substantial problems ' (Kirkpatrick and Mulligan, 2002, 75) and experienced as an 'alien environment' (Askham, 2008). There can be many reasons for such problems and Lawrence (2005) provides a detailed analysis of the complexities of the cultural transition in terms of socio-cultural competencies, university (learning) literacies and selfmanagement.…”

Student Concerns Regarding Transition into Higher Education CS

“…[1,2,6]) focus on environment, it is notable that for those secondary students surveyed, this topic did not rank highly amongst the overall list of concerns, directly opposing the initial expectations of this survey.…”

“…The experience of transitioning to and starting university is a very individual one, with some students viewing higher education as an unknown entity; an 'alien environment' [1]. This is especially true of students who are the 'first generation' in their family to go to university.…”

“…From the literature, it can be seen that 'environment' is a strong theme amongst transition concerns [1,2,6]. Other themes encountered include the following: expectation of academic work [4] and financial management and part-time work [7].…”

Feel the Progress: Second-year Students’ Reflections on Their First-year Experience

“…McMillan, 2014), because the new academic learning environment requires more independent and effective approaches to studying (Christie, Barron & D'Annunzio-Green 2013). The new demands and pressure of the 'alien environment' (Askham, 2008) is likely to evoke a variety of emotions, both positive and negative, among the students. Even though researchers today share a common understanding that emotions play an important role in learning (e.g., Linnenbrick & Pekrun, 2011;Pekrun & Stephens, 2010), there is a scarcity of research on how emotions are related to students' study progress.…”