Learning_Skills

TABLE OF CONTENT Abstract & Back Ground 1 Introduction 2 Body of Content 3 - Finding -Situational Problem 4 Dispositional Problem 5 Institutional Problem 6 The Effect of These Problems 7 Recommendations 8 -Conclusion References 9 ------------------------------------------------- THREE PROBLEMS THAT ARE FACED BY WORKING ADULT LEARNERS. INTRODUCTION I undertook this research out of a passion to show that we can better understand what are the problems that are faced by walking adults e-learners. Some of the basic assumptions under-pinning adult education are that adult tend toward self-directedness, that adult learning needs are generated by real-life problems and that adults wish to apply acquired knowledge and skills (Knowles,1980). Situational problems are those related to one's situation in life at a given time. These include lack of time due to job and home responsibilities, transportation problems, lack of childcare and so on. Dispositional problems refer to one's attitude about learning and perception as a learner. This includes lack of confidence, the feeling of too old to learn and bored with learning. Institutional barriers are those erected by learning institutions that include inconvenient schedule, compulsory attendance, restrictive locations and the like which discourage working adults from participating in educational activities. Darkenwald and Merriam (1982) also cite institutional and situational problems but divide the dispositional problems into psychological obstacles (beliefs, values and perception about education or about oneself as a learner) and informational, which reflects the lack of awareness as to what educational opportunities are available. As adult enrolment increases in colleges and other educational institutions, both students and education providers cite retention as the most perplexing problem. Two obvious barriers to retention and attainment of educational goals are time and money. Many adult learners are commuters and are married, work full-time, and have children. Juggling jobs, commuting, housework, childcare, and schoolwork, if not handled properly, can cause students to drop out. FINDINGS After doing a few research and discussion with my group, there were three obvious problems faced by adult learners. The data revealed that adult students faced several barriers to being self-directed in carrying out their learning in a virtual environment. Although they did not prevent or stopped these students from participating in the program, these problems had prevented active learning that was required in the virtual system and environment of the university. The data that emerged can be divided into three main categories as in the research questions: situational; institutional and dispositional. SITUATIONAL PROBLEMS There are situational problems that emerged from the study and they come in the following sub-categories, where we can see the situation problems clearly. a) Finance Finance emerged as a problem and a worry to the students. Although it did not stop them from participating in the program they are hoping to get some form of financial support. They have applied for study loans and are waiting for a reply. In the mean time they harbour the worry of paying for their fees. They are allowed to enrol and register for courses first without paying for their fees pending response from the loan application. However, the fee payment is always as one student said "at the back of my mind". Students also feel that being a virtual program, the fees charged is high. As one student said: When I first found out about the program and knew the fees charged I just brushed it aside as too expensive for me. Yes, fees is a problem. Other barriers for adult learners may include inability to obtain financial aid and poor financial planning. b)Work Commitment Work commitment is another category that emerged from the findings. The students faced numerous problems and work commitment that prevented them from actively participating in the activities of virtual learning. 17 One student related his experience and said: Every now and then, I have problems coming to class because of my work. The OLTs are held from 6 p.m to 8 p.m. My working hours are from 11 a.m. to 7 p.m. So how can I attend OLT'" I just have to miss them. The student said he faced a tough time working and studying. Even though his office hours end at 7.00 p.m. he usually stayed longer to finish his work. By the time he gets home he would be tired. But the demand of his studies, with the assignments and readings to do, require him to stay up until late at night. This means he has to sacrifice sleep and rest. The face-to-face sessions are held during weekends and this means they also have to sacrifice the rest that they should get during weekends. As he described it, "it's a tough life". According to Kinsella (1998), the percentage of students who spend time on responsibilities outside of class is as follows: employment – 68%, housework – 85%, childcare – 41%, adult care – 23%, and homework and internships – 17%. Although we cannot generalize from one survey all adult learners, these results at least give educators some idea of the reasons for retention problems. DISPOSITIONAL PROBLEMS The study also revealed that there were some dispositional barriers faced by the adult students. These are discussed in the following sub-categories: a) Age This sub-category emerged in the findings. The adult students were between the age of 35 to 48 years old. They said that because of their age they face problems like trying to remember what they learn and trying to remember the methods of solving problems and application. These students worry because they know that they are competing with younger people.. Although age did not stop them from participating in the learning they feel that if they are young they can be more active and will worry less. Inhibition This category emerged among the participants in the study. The adult students experienced a certain degree of inhibitions in undergoing the undergraduate program. This is because of their status in life. They have families, reasonable income and good jobs. Doing a first degree is not what families, relatives and friends would think they are doing. They do not tell friends and families that they are participating in a first degree program. INSTITUTIONAL PROBLEM The data revealed that there were several problems erected by the institution itself,that became a hindrance to learning and becoming self-directed in a virtual environment. These data are divided and discussed in various subcategories. a) Technology Learning technologies are composed of hardware, software and telecommunication lines. According to Harasim, Hiltz, Teles and Turoff (1997) the technologies that support learning networks are simple and straight forward to use. They must suit the learning objectives and budget. Students find that the online tutorial (OLT), which is featured in the VOISS, are not very encouraging. b) Delivery It has been said that teaching in a virtual setting is a shift of emphasis and a change in role. It requires technical as well as communication skills. The provision of adequate and effective facilities to support the environment and the extensive Internet communication tools argues well for communicating through network infrastructure. During the actual face-to-face meetings students expect lecturers to deliver some content of the topic discussed. c) Courseware Learning in a virtual environment will accommodate the fast learners or the weak students with a set of materials that they can go through at their own pace (Khairuddin, 1998). d) Lack of Computers One category that emerged from the findings is the lack of computers at the learning centres which has deterred students from actively participating in the learning activities. There are students who do not have such facilities in their homes and are dependent on the facilities provided at the learning centres to log on for on-line tutorials, to do their assignments and to access learning materials. e) Student Support Services An important element of a virtual university should be the emphasis on learning support and developing a total service to students. Advice and guidance at preenrolment and early post-enrolment must be acknowledged with importance. THE EFFECT OF THESE PROBLEMS Although we cannot generalize from one survey all adult learners, these results at least give educators some idea of the reasons for retention problems. Other problems for adult learners may include inability to obtain financial aid and poor financial planning; lack of persistence or motivation; gender; age; language; lack of support from employers, friends, and family; socioeconomic status; educational background; intelligence; poor study skills; poor stress management; lack of counseling services; and lack of flexible class scheduling. Despite these problems, adult learners of any age can learn and succeed in their pursuits if they are afforded the opportunity, assistance, and support. RECOMMENDATIONS What can be done to help working adult learners various problems which may jeopardize their studies' To solves the problems , employers and community leaders must address policy issues and make changes to accommodate their needs. IHEs need to reassess and revise their policies in relation to adult learners, especially in the areas of student accounts, registration, and class scheduling. Curricula, instruction, support services, faculty development, and administrative procedures must all be made more flexible. In addition, IHEs must develop and implement strategies to enhance and increase retention. Employers need to make policy changes to support adults in their educational pursuits. They need to allow more flexibility in work schedules and promote employees as soon as they are ready to be promoted. Similarly, community leaders need to modify education policies to give more weight to occupational and adult education. More money should be invested in these areas to assure a steady flow of well-educated workers. A capable workforce would be able to undertake or adapt to new occupations as needed and would greatly contribute to the growth and development of communities. CONCLUSION It is indicated that adults who participate in a learning program like the undergraduate program in this study have a certain degree of maturity and "readiness" . They embarked on the program because the virtual mode enables them to earn a degree without having to leave their jobs and other commitments. The barriers faced will not totally stop them from participating in the program. However, barriers such as the institutional, situational and dispositional faced do prevent them from actively participating in the learning process. Being adults, they will some how continue learning to meet the requirements of the program. They turn to for more self-study if they cannot follow the on-line tutorials and if they find the face-to-face meetings not fulfilling their needs. They minimize other barriers by putting in more effort and sacrificing rest and leisure. It is also the task of the provider of such programs to assist learners to minimize problems as those indicated in the study. Problems with technology have to be looked into and facilitation at face-to-face meetings has to be improved. Lecturers have to acquire the ability to organize and promote student participation and discussion. This means that lecturers have to be content experts, having experience and are able to share the experiences with students. In a formal program that leads to a certification such as the undergraduate program in this study, self-directed learning cannot be used as an excuse to leave the students alone. REFERENCES Cross, K.P. (1979). Adult Learner: Characteristics, Needs and Interests. In R.E. Peterson and Associates (eds), Lifelong Learning In America. San Francisco: Jossey-Bass. Darkenwald, G.C., and Merriam, S.B. (1982). Adult Education: Foundation of Practices. New York: Harper and Row Publishers Inc. Dato’Dr. Zaiton Osman.(2008) Learning Skills. (Second Printing) Meteor Doc. Sdn.Bhd.