Chapter 4: This chapter presents the research findings starting with sample realization, demographic data, teaching strategies used at postgraduate nursing programme, methods that
2.18 Barriers Facing Adult Learners
59 methodologies such as teamwork and collaborative learning (Venter, Blignaut and Stoltz, 2001).
Enkenberg, 2001). As evidenced in participative pedagogies such as PBL and CBL, engagement with learning is reported to produce better learning results.
60 (Division for lifelong learning, 2007). A study conducted by Pechar and Wroblewski (2000) in Austria, suggested three variables: (a) the nature of their entrance qualification, (b) timing of participation and (c) their mode of study. In the UK, several studies have been conducted;
Merrifield, Macyntyre and Osaigbovo, (2000); Schueze and Slowey, (2000) have confirmed that these factors can form a major constraint to participation in higher education.
Davies (2003) conducted a study in the United Kingdom, where full- and part-time categories are retained and where the policy is to draw a distinction between learners based on who is paying. Thus for full-time students there is a financial partnership between the state and the individual while part-time students must gain assistance from their employers. As in South Africa, this distinction is becoming less useful, but it is only in Scotland in the UK that part-time students can apply for state funding (Division for lifelong learning, 2007). In the study conducted by Bron and Agelii (2000), they stated that in Sweden, undergraduate and postgraduate students are entitled to the financial support. Undergraduate students must obtain a certain number of credits each year, but people over 45 do not qualify and the grant is reduced if the student is employed. Furthermore, at British Columbia University and the University of Missouri, undergraduate and postgraduate students can register for financial aid, but aid is based on the number of credits obtained per semester (Division for lifelong learning, 2007).
February and Koetsier (2007) indicated that the findings of the research do not clearly distinguish between the full-time and part-time students, whereas St. Clair (2006) made an important observation about the barriers facing adult students, what counts as participation, and what is perceived as successful participation. In his view these matters are a complex experience for a range of stakeholders in higher education. Drawing on the work of McGivney (2003) in
61 this regard, he noted that learners‟ own notion of their progress and participation are often different from the views of policy makers, funders and educational practitioners. St. Clair (2006) advocated McGivney‟s work and further stated that it is very difficult to get the ways real decisions about participating in real adult learning.
Justine and Dornan (2001) assert that adult learners may enrol in college as a result of a significant life experience or a re-evaluation of their life goals; however, they hold certain negative views of college or university because of their prior experiences and therefore lack confidence in their ability to achieve success. Furthermore, they may also experience financial obstacles and child-care difficulties and may possess poor study skills (Donaldson and Graham, 1999; Kerka, 1998). Kerka (1998), pointed out that adult learners may encounter opposition to the completion of academic goals from significant others who feel threatened by their success;
women are specifically challenged by employment and child-care conflicts that may add to and build on this opposition from significant others. As Horn (2002) contended, overall, parents are at greater risk of dropping out of college for a period of time than are others. These issues are noteworthy in that 27% of today‟s college students are parents, and 13% are raising children in single households. Although these barriers increase the likelihood of dropping out of college, they are not always deterrents to a student‟s ability to achieve his or her academic goals.
Justine and Donaldson (2001) also argued that, despite their multiple roles and having little involvement in the campus, adult learners report educational outcomes similar to those of traditional-age students.
A qualitative study was conducted by Ostlund (2005) with the aim of creating learning environments that make collaborative learning possible. Participants were 33 adult learners (6
62 men, 27 women) in an introductory course on teacher education. According to Ostlund, the learners often mention domestic and work-related factors as obstacles to their studies, maintaining that support from fellow students is an important factor in feelings of satisfaction.
Moreover, to a lesser extent the learners mention the structure and organization of a course as obstacles; however, as Saljo (2000) put it, this is the area the distance education (DE) teacher often focuses on when evaluating and developing courses. The study findings revealed that the DE learners communicate with each other about personal matters, but they do not collaborate about the context of school work. The contact between learners was probably facilitated by meeting face-to-face at campus and there starting to build group solidarity. This highlights the importance of creating situations where distance learners can get to know one other, thereby generating feelings of security. Recommendation was made in Ostlund‟s study for further research on creating favourable prerequisites for studying and learning based on the individual‟s vital necessities and for supporting lifelong learning for more individuals. It is of great importance to further investigate the students‟ own experiences of the conditions under which they study.
Timarong, Temaungil, Sukrad (2001) conducted a quantitative study to find out more about barriers facing adult learning and learners in order to assist adults studying at Palau Community College (PCC). The results showed that adult learners abroad and in Palau echo each other on what they identify as barriers to their education goals. As much as they enjoyed being back at school, many face the enormous task of balancing studying with jobs, housework, and childcare. Further findings revealed that many adult learners everywhere face the problem of supporting themselves and their families, as well as paying for school. A recommendation was
63 made for further research to implement the measures that would rectify the various difficulties adult learners‟ face, with the initial need to advance the understanding of adult education and adult learners.