Psychology of Adult Learner - Essay Example

Case study on Psychology of Adult learner Introduction: The scenario of present day rooms have changed to a large extent compared to the learning situations in earlier days. Today, many adults are turning back to educate themselves for many compelling reasons like job opportunities, personal interest, need of knowledge about new technologies and ideas, etc. Present day classrooms and learning environments have a large proportion of adult learners in many fields and the instructors handling them face new challenges. This sort of adult education demands more active participation, collaboration, self learning and more experience in teaching methodologies (Drikx, 2003) and can be defined as andragogy. According to psychological theories an adult is a person with self directing capabilities and takes responsibility for his/her life (Knowles, 1984). Though there are many theories on adulthood, the two predominant theories are intellectual – cognitive development and the personality – social development . The learning pattern of an adult definitely has impact on these aspects like personality and intellectual capabilities of that person. 2. Aim of the case study: With the above background information on adult psychology, this case study intends to choose a female adult learner in the field of engineering education. The choice of a female adult learner can be justified for reasons of social, economic and family background that may influence the learning and behavior of such an adult. The method of data collection for the case study is based on interview with the adult learner followed by qualitative method of data analysis. Qualitative method of data analysis has been chosen for the reason that the discussion is going to be based on the psychological aspects of the adult learner. 3. Research Methodology : The method of case study has been chosen to be qualitative research based on interview questions. To obtain clear and reliable information the questions asked were kept open and clear ( McMurry, 2004). Care has been taken to assure confidentiality of the information collected from the participant. Also proper ethical clearance has been obtained for the interview questions and the participant has been informed that her participation is voluntary and the required logistics for the interview have been carefully planned. The Interview: Care has been taken in framing the questions. The following are the questions of the interview explained with the purpose of the question. Q1. Tell about your experiences as an adult learner? This has been chosen to be the opening question as it gives an idea of the basic theme and topic of the interview. A1. As an adult learner I felt more responsible and had spent more time for my studies. I had taken efforts to be a good student though my career had been teaching. Also I had a cordial relationship with my instructors. As an adult student I was expected to be more self reliant in my studies. I enjoyed studying my preferred subjects after a gap in my educational career. Q2. What is your educational history? A2. I had my schooling from a reputed school in our place. I secured high marks in my board exams. After my higher secondary ( k-12) education I got admission in an Engineering college through merit. I opted for Electronics and Telecommunication Engineering course and I got admission in that course itself. Q3.What is your demographic and family background? This question gives an idea of the basic psychological factors that could influence the participant as an adult learner. A3. I come from a highly educated family in India. Though Indian women were deprived of education, my parents didn’t hesitate to graduate me as an Engineer in the area of Electronics and telecommunication. I had full support of my family members in the course of my studies. Q4. Can you tell us about your employment details? This question gives an idea about the past and present education of the participant, the reason for pursuing the higher adult education by the participant. A4. After graduating in Electronics Engineering, I started my career as an associate lecturer in an Engineering college. I have working experience in four different engineering colleges as we often shifted our residence due to my husband’s transfer. My total teaching experience is six years. Q5. What was the reason for returning to learning after having a good career experience? This question brings out the inherent need to take a break in her career for pursuing the adult education. A5. The reason for my return to education was my teaching career as it needed constant up gradation of knowledge. Also the need to stabilize in a permanent job to support my family compelled me to resume my studies after a gap of ten years. So I joined post graduation in Engineering – Applied Electronics. Q6. Can you tell about some of your positive educational experiences? Here an opportunity has been given for the participant to share her joyful moments as an adult learner. These experiences may have inspired her in pursuing her studies well. A6. Being an experienced person, I felt comfortable in handling conference presentations. Organizing international conferences was easy for me as I had good relationship with instructors, institution management and fellow students. Such conferences gave me more exposure and contact with persons in my field of interest. This has kindled in me the spirit to go for my doctorate in image processing, which I am planning to do in the near future. Q7. Do you have any negative educational experience? Here the participant is expected to share about her uncomfortable situations that she met earlier and during the course of the adult education. A7. When I returned to learning after a long gap, I felt a bit uncomfortable when one of my student (during my previous teaching career) became my part time instructor. I felt sorry for not continuing my post graduation immediately after my education, but the encouragement given to me by other staff members enabled me to overcome the embarrassing situations and continue my studies. Q8. Can you tell about a few significant events in your life history? This question gives an idea about the incidents that had been inherent in shaping the overall psychological aspects of the participant as an adult learner. A8. The first significant event in my life which affected my studies was the death of my father. I lost him when I was in high school. His loss became a stimulus for me to study with more responsibility so as to support my family. Immediately after my graduation, I got my first job. Another event that became a stimulus for my higher studies was the criticism from my colleagues who was once a student of mine. This incident drove me to get admission for my post graduation in a renowned university where I did my PG in engineering with scholarship. Discussion: From the data recorded in the interview, a qualitative analysis was carried out to identify the correlation of the data and the themes of adult psychology. The data are categorized by reading and re – reading to enable good analysis and discussion ( Ellen and Powell, 2003). During analysis, generic assumptions have been avoided and preference have been given to individual life experience to get a better interpretation of the data with the psychological theme (Kilgore, 2001). From the above discussion, it can be understood that personal life experiences shape the way people learn (Darling, http://www.elementk.com/training_advice/htm/05-02-learninggen.asp). From answers to question 1, 7 and 8 it can be inferred that the participant is very sensitive and highly responsible in nature. So the motivation and the will to succeed has enhanced her learning as an adult (Armarego, 2007). From answers to question 5 and 6 it can be understood that the participant is self reliant which has enhanced the cognitive and developmental aspects of her ( Cecil, 1998). Answers to question 2 and 3 reveal that she inherits good family background. Answer to question 4 tells that she has a good capability of managing her family and her career. Also it can be seen that the behavior of this participant differs from others in that she has chosen the best she wanted to know about and also she has more information about what to learn and how to learn (Connely, 1978). In a nutshell, the participant is intellectual and hardworking, she has shaped her educational career according to her need. She seems to be optimistic as she has taken her challenges towards a positive development in her career. Thus the analysis of the data shows that adult learning improves the intellectual and cognitive developmental behaviors of an adult. This theory has been supported by many theorists who argue that intellectual development attains full zenith in late adulthood (Merriam and Caffarella, 1991). Also the cognitive behavior defined as utilizing and organizing the collected information by a person, is said to increase due to adult education. Conclusion: The above case study reports about the learning experiences of an adult female. The various life situations and experiences of the participant have been intervened by well categorized questions. Qualitative methodology has been adopted for the data collection and analysis. The participant has been chosen with care and proper steps have been taken for the logistics and ethical considerations. The entire analysis has been carried out with the intent to explore the psychology of this female adult learner. Inferences from specific answers reveal that she is highly intellectual as she has perseverance in her educational career. She seems to be cognitive as she has chosen properly what she wants (post graduation ) and how to go for it (studying with scholarship). Thus the analysis of the answers of this female adult learner supports the theory of adult psychology that the intellectual and cognitive development improves due to adult education. References : Armarego,J. ( 2007 ), Learning from Reflection: Practitioners as Adult Learners, Software Engineering Education & Training, 2007. CSEET 20thConference , Volume , Issue , 3-5 July 2007 Page(s):55 – 63 Cecil M Smith, ( 1998 ) , Adult Educational Psychology : The Interface between Adult Learning, Development and Education, Northern Illinois University, sep. 1998. Connelly. M. Walton. ( 1978 ) , The Psychology of Adult Learner, American Journal of Pharmaceutical Education, v42 n4 p392-94 Nov . Darling, http://www.elementk.com/training_advice/htm/05-02-learninggen.asp, Accessed 10 Jan. 2009. Dirkx, J. (2003). Generational Difference and the Problem of Identity in Adult Education and the Community College Classroom. Paper presented at the Twenty-first Annual Midwest Research-to-Practice Conference in Adult and Continuing Education. DeKalb, Illinois. Ellen Taylor- Powell Marcus Renner ( 2003) , Analyzing Qualitative Data, Program Development & Evaluation, University of Wisconsin Extension, Cooperative Extension, Wisconsin, G-3658-12. Kilgore, D. (2001). Critical and Postmodern Perspectives on Adult Learning. 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