Capturing the Struggle: Adult Learners and Academic Writing

Autor/inn/en	Mason, Sacha; Atkin, Chris
Titel	Capturing the Struggle: Adult Learners and Academic Writing
Quelle	In: Journal of Further and Higher Education, 45 (2021) 8, S.1048-1060 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkin, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1851663
Schlagwörter	Adult Students; Academic Language; Foreign Countries; College Students; Self Concept; Self Efficacy; Personal Autonomy; Student Experience; Theory Practice Relationship; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Collegestudent; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Individuelle Autonomie; Studienerfahrung; Theorie-Praxis-Beziehung; Schülerverhalten
Abstract	In this article we discuss the findings from a qualitative research project that explored the struggles of twelve work-based learners whilst they studied on a Foundation Degree in an English University. It examines the concept of struggle within the current context of Higher Education and discusses the need to acknowledge learners' emotional domain as a normalised and essential aspect of academic study at university. Concepts of self-belief, self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree. The learners' experiences in undertaking written assignments were analysed to explore implications for practice within universities to meet the complex learning needs of non-traditional, adult learners. The data leads the authors to recommend that universities adopt a pedagogy of transparency for learners within the context of widening participation agendas. Learners' emotions, we advocate, should be welcomed and nurtured as they frequently precede the business and purpose of a Foundation Degree; that of learning and personal growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01