INTERVIEW OF ADULT LEARNER

Interview of an Adult Learner

Bhagwani Bai

LEAD 7500

University of Memphis
Introduction

Due to broad and diverse field of adult education defining adult learner has become

difficult. Several social, economic, demographic factors needs to be considered while defining

adult learners, their motivation, and learning nature and activities they participate in. (Kasworm

et al. 2010, p. 13) There are legal, social and cultural definition of an adult. Keeping in view the

definition of (Cranton 1992, p. 3 as cited on Kaswrom et al. 2010, p. 15) that, those adults who

engage in learning activities that may promote any sustain change in thinking, values or

behavior. The below interview is conducted with an adult learner; forty years old Kaneez

Fatima, an international student studying at Northern Illinois University to compare the

experience of adult learning in two different adult learning contexts so that it can be assessed that

how international students perceive self-directed learning approach in U.S. universities and how

it effects in achieving their academic goals.

Research Problem and Theoretical/Conceptual Framework

The number of international students in US universities has been increased rapidly since

two decades. (Institute of International Education, Open Door, 2014 as cited in Mesidor, & Sly.

2016, p.263) These students contribute $20 billion to US economy. (Institute of International

Education, 2011, as cited in Lee, 2012, p. 395) These students face challenges in academic,

social and emotional. (Gebhard, 2012 as cited in Mesidor, & Sly. 2016, p.263) Taking academic

factor in consideration, an interview was conducted with a Pakistani adult learner studying in

formal academic setting in USA, to see how expectation for self-directed learning style in US

universities influence adult learner coming from the teacher centered learning environment so

that the both positive and negative influencing factors can be idenfied for practice change.
 Building on the concepts of Houle (1961) and Tough (1967) of self-teaching, (Merriam

and Bierema, 2014, p. 62), Malcoms Knowles concept of self-directed learning contributed to

definition of adult learner. (Knowels 1980. P. 43 as cited on Kasworm et al. 2010, p. 17) Self-

directed learning is considered symbol of adult learning in western adult education context. Crux

of SDL is that the learner take the control his or her learning. (Merriam and Bierema, 2014. P.

62) Although, Knowless assumptions regarding adult learners are widely recognized by adult

educators, his portraying of adult learner is also critiqued for being universal, ignoring social and

learning context. Kasworm et al. 2010, p. 17) (It is thought that all adult learners have capacity to

be self-directed but their motivation, willingness, and other life circumstances to be self-directed

vary. (Merriam and Bierema, 2014. P. 62) Many research on the experiences of international

students on SDL style learning highlight about challenges of adjustment in U.S adult learning

environment, It is argued that individual learners motivation, and willingness to learning, and

balance margin of in power and load of (Merriam et, al. 2007, p. 93) life play vital role in

adjusting of international students in individualistic and self-directed learning environment.

Literature Review

Although, self-directed learning model has been critiqued for ignoring important aspects

of culture and context, (Brookfield, 1984, as cited in Merriam and Bierema, 2014, p. 77) self-

directed learning approach has been incorporated in western adult learning environments. SDL

approach contradict with adult learners needs form Confucius model of teaching that require

student spending time on absorbing structured ideas instead thinking independently. (Confucius,

479 BC, as cited on Lee 2012, p. 396) Lee 2012 brought an important issue of contradiction of

Confucius influenced learners with self-directed, independent American education for further

study to make cultural and academic transaction smooth and avoid stress that create hindrance in
achieving academic goals. Mesidor, & Sly, 2016 highlighted multiple factors contribute to the

academic, social, cultural, and psychological adjustment of international students. Merriam &

Bierema 2014, Merriam et al, 2007 and Hansman and Mott, 2010 in . Kasworm et al. 2010, p.

16-17 has discussed definition of SDL, goals, myth about SDL, context where it occur, critique,

and scope in current adult education discourses. Keeping in view the available literature that

create questions on the application of SDL approach to adult learners from non-western culture.

This interview will provide lived experience that will help in identify motivating factors for

succeeding in self-directed learning environment of U.S universities.

Findings

Being an international student in formal adult education set up, my experience in SDL

environment created some questions regarding the SDL style and its feasibility for adult learner

from different context and culture. I selected an international adult learner for interview form the

same context I belong to, so that I can understand about influencing factors in achieving

academic goals in western learning environment and brings some practical points for practice

change for adult educators. On the contrary to my own experiences and research studies findings

that mostly highlight challenges international students face in adjusting in self-directed

environment and achieving their academic goals, Kaneez has brought some positive influencing

factors for consideration that further need to be studied so that adult education practitioners can

adopt to bring positive change in adult learning environments. One limitation that I am assume is

that Kaneez might has deliberately highlighted positive points to prove that she is doing good as

we both on same program and she does not want to share her challenges with me.
SDL is more demanding than teacher centered

The most pervasive myth that facilitating self-directed learning style is an easy way out

for teachers. On the contrary, it is more demanding both at teacher and learner end. (Brockett,

1994, as cited in Merriam and Bierema, 2014, p. 66) Kaneez shared that during her first semester

in U.S. University, she felt like teacher is not fulfilling his/her responsibility and giving

responsibility to the learners, used to seem as she was overloaded with responsibilities, but she

find facilitation at every moment as she stuck with tasks. She said that she was guided for

utilization of available resources that can take out of tough situation. Teacher played active and

individualized role that is more demanding than traditional teaching. (Merriam and Bierema

2014, p. 66)

SDL promote mutual learning

Different studies findings show that SDL learning style create challenges for

international students. (Mesidor, & Sly, 2016, Lee. 2012) These scholar has discussed about the

social, emotional and academic challenges international student face in U.S. universities due to

western teaching and learning approach. Kaneez, has shared different story, her experience, when

she compare to her country, is positive. She compare adult formal learning setup in both

countries and drew a conclusion that SDL approach in her university created sense of respect to

others opinion, where teachers role is facilitating and helping in creating mutual learning

environment. Her teachers helped her keeping in view her SDL stage. (Grows (1991, 1994 as

cited in Merriam et, al. 2007, p. 117) She said that she has been given responsibilities keeping in

view her capacity. Whereas, she shared that she had negative experience in her country such as
discouraging attitude of teachers with learners because of thinking that teacher is the only

knowledgeable and have authority to transfer knowledge and learners are receivers.

SDL and Sense of Responsibility

Self-directed learning approach create sense of responsibility among the learner. Kaneez

shared that at first it seems difficult to manage all these responsibilities but gradually, the load of

study and the aspiration and future expectation Hiemstra (1993, p. 42 as cited Merriam et al.

2007, p. 93) related to the study program create sense of responsibility and pushed in finding

resources and support to manage the work load independently. It relates to the theory of Margin

of McClusky 1963, 1970, 1971 as cited in Merriam et al. 2007. P. 93) In her case SDL approach

along with her study aspiration created load that she balanced with the power of taking

responsibilities, finding related resources, getting guidance from faculty, and utilizing of her

scholarship opportunity that provided her financial support for her study.

Context Matters

One of the critique on SDL is that it ignore the important aspect of culture and context. It

is mostly considered western teaching method that may not work in other culture. Merriam and

Beirema, 2014, p. 77) Although, Kaneez has experienced western teaching method different from

her previous experience but she is comfortable with SDL approach. Kaneezs experience tells

that SDL does not mean that learning is done in isolation and without any guidance or facilitators

it is about how you and your teacher decide the learning process.(Brockett & Hiemstra, 1991, p.

11 as cited in Merriam and Beirema, 2014, p. 65) Kaneez said that In her country she mostly

feel sense of collectiveness (Lee 2012, p. 396) that create dependency and lethargy in taking
over responsibility of learning, her experience to USA make her think of herself and realized

that she has to do on her own, and expect limited help at new place that make her learn on her

own.

Discussion and Conclusion

Although, there is enough literature on the students academic, social and emotional

challenges international student face in western adult learning environment that show low

acceptance of self-directed learning or critical thinking approach, creating adjustment issues of

international student, my interview, with an adult learner bring different story that need further

studies so that motivating factors, and influencing factors in achieving academic goals can be

assessed for practice change.

This interview has found that SDL approach create mutual learning environment. The

issues of teacher centered approach where teachers are considered as authorities and

transmitters of knowledge, and students as receivers of knowledge (Confucius, 479 B.C./1947

as cited in Lee. 2012, p. 395) make adult learner find alternative where his or her voice is

incorporated in learning process. SDL provide opportunity for mutual learning. It should be

further studies that do the majority of students are comfortable with self-motivated, self-directed

and self-managed learning approach and what factors help students in taking advantages of the

SDL approach? And does the academic environment and teachers behavior with student create

sense of respect to ones opinion?

The second finding was the sense of responsibility that SDL created to the interviewee;

Lee 2012 and Mesidor, & Sly, 2016 found that international student has feeling anxiety and

distress due to change in social and academic environment that require self-directedness. In
Kaneezs case, study load and future expectation create sense of responsibility. It needs further

research to find out that how sense of responsibility can be created among international student

that adult educators can adopt for better achievement of learners goals.

The third finding was regarding the critic on SDL that it does not fit in other culture, as it

is more focused about western teaching and learning but Kaneez found SDL approach not in

isolation (Brockett & Hiemstra, 1991, p. 11 as cited in Merriam and Beirema, 2014, p. 65) but

she always found available teachers guidance whenever she neede. Another point she

highlighted is the sense of individuality that she realized after leaving her collectiveness

promoting culture, was one the factor she think a motivating factor in adopting new learning

environment. This finding contradict with the study conducted by Sparks 1998 that presented

that how adult learners from non-dominant groups feel formal adult education was not

accommodating due to social, cultural differences that promote collectiveness and group ethos

and do not fit in individualistic environment of formal adult learning setup.

Keeping in view the findings of the interview it will not be exaggeration to say that there

is no typical adult learners. Instead, adult learners represent a diverse set of individuals with

distinctive demographics, social locations, aspirations and level of preparation, (Pusser et al.,

2007, P.4, cited in Kasworn and Gordon, 210, P 16) This interview bring a different perspective

of international adult learner that how her individual aspirations motivating her positively in

different and dominant culture. It should not be considered that Self-Directed learning approach

of U.S. universities works for all international students or does not work at all. Personal

motivations and weakness of teachers centered approach that international bring with them paly

major role in adoption of SDL approach.

References:
Kasworm, C. E., Rose, A. D., & Ross-Gordon, J. M. (Eds.). (2010). Handbook of adult and
continuing education (2010 ed.). Los Angeles: SAGE.
Lee, H. J. (2012). Rocky road: East Asian international students experiences of adaptation to
critical thinking way of learning at U.S. universities. Retrieved from
http://newprairiepress.org/aerc/2012/roundtables/3/
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San
Francisco: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A

comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Mesidor, J. K & Sly, K. F. (2016) Factors that contribute to the adjustment of international
students. Journel of International Studies, 6 (1). 262-282.
Sparks, B. (1998). The politics of culture and the struggle to get an education. Adult Education
Quarterly, 48(4), 245-259.

Teachers Feedback:
Greetings Bhagwani:

Please review the attached rubric regarding your paper. If you should have any questions, please feel free to
contact me.

Best,

Dr. Boudreaux