Transformative and reciprocal learning experiences in previously 'hard to reach' young adult learners' initial engagement in learning: A case study
Year: 2013
Type: dissertation
Abstract: ABSTRACT \n \nThe focus of this thesis is on an exploration of reciprocal processes of learning experienced by \npreviously ‘hard to reach’ young adult learners, engaged on a Prince’s Trust course at one college \nof further education. The research addresses the question: What learning processes influence the \ntransformative learning experiences of ‘hard to reach’ young adult learners? The theoretical \nframework is comprised of four learning perspectives: transformative learning (Mezirow 2000), \nreflective thinking (Dewey 1933), critical thinking (Glaser 1941, Brookfield 1987) and \nself-efficacy (Bandura 1986). An understanding was sought of how these may, or may not have \nreciprocity, at the micro and experiential levels of learning. An interpretivist stance was \nadopted, using semi-structured interviews to collect experiential information. Participants were \ninterviewed at their first point of engagement on a 12 week course and again in the final week. A \nconstant comparative analysis produced emergent propositions that were then considered for \nindications of reciprocity in learning processes. The findings suggested that ‘hard to reach’ young \nadult learners within the context of this study were in a process of change even prior to \nengagement with the course, but that this change was not fully consistent with Mezirow’s \ncategorisation of transformative learning. Processes of reciprocity were evident for reflective \nthinking, critical thinking and self-efficacy. However, the nature of the processes was too complex \nto attribute to transformative learning, and the theory itself was not substantial enough to \naccount for the learning that had taken place. \nAn emergent design enabled a flexible response so that a later interviewing of course tutors was \nconducted, in order to access and triangulate their experiences with the findings from the \nstudents. The conclusions of this thesis are that the movement into engaging in learning does not \nrest on reflecting on discontent alone but necessarily involves the invoking of memories of \nprevious experiences of self-efficacy. Changes in students could not be equated with transformative \nlearning, but there were indications of reciprocal processes of reflective thinking, critical \nthinking and self-efficacy. Learning was supported by an attitude of respect and valuing of the \nstudents by the tutors, suggesting that the context for learning itself had changed in terms of \ntutor/adult learner relationships being on a more equal footing, so that a more fulfilling \nexperience of personal potential was gained. This thesis adds to the learning knowledge base \nthrough providing a focus on the importance of the particular quality of the tutor/student learning \nrelationship that is necessary for previously ‘hard to reach’ young adult learners to engage in \nand sustain learning, and the complexity of the pre- engagement in learning process. It also \nindicates a gathering or clustering of memories of previous experiences of self-efficacy as being a \nmotivating factor that stimulates an impetus for enquiry into learning.
Author: Paul Wagg
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Staffordshire University
OpenAlex ID: W150010221