In search for comprehending learning attitudes

Photograph contributed by Fernando Carranza and taken in Honduras, CA

In Search for Comprehending Learning Attitudes Embrace Differences and Help College Learners Succeed

By Prof. Jonathan Acuña-Solano, M. Ed. School of English Faculty of Social Sciences Universidad Latina de Costa Rica Sunday, October 16, 2016 Post 301

As a language teaching professional with 20 years of experience in higher education settings, trying to understand college students’ learning attitudes has been a real challenge. Coming from a very different teaching scenario (a bi-national center sponsored by the US Embassy) before I started teaching English at the university level was not exactly the experience needed to deal with language trainees in university classrooms. Time has been a very persistent and eloquent trainer for me and for many of my colleagues; it has taught us lots of lessons when one intends to understand traditional learners and working adult students’ attitudes towards their learning in higher education.

To try to fully comprehend learners in higher education, their attitudes need to be isolated and compared. Working adult students (WASs) are very much different from the traditional learner who is coming to college for the first time in their lives, usually with no work experience. Any student needs to be understood based on his/her knowledge and abilities, self-concept, expectations, needs, and attitudes. All learners present a very interesting symbiosis of elements that make them unique and different; this implies embracing all the diversity that can coexist in a classroom with respect and admiration.

Knowledge and Abilities

WASs Differences - Specific knowledge rooted in their work practice, and - Abilities based on previous experience(s) usually coming from their jobs or work positions

Self-Concept

Attitudes

- They may find them “misfits� in a context where they coexist with young adult learners.

- Self-motivated and decision-makingoriented - In search for a self-regulation in their learning

Traditional Students Similarities Differences - The lack of an organized structure of - No knowledge since knowledge and they have no former abilities to consolidate work practice competencies - No abilities based on - Lack of a theoretical previous job experiences background of the - Have not gained knowledge and experience from a job abilities required through practice - Desire to continue their academic life to graduate from a - They find them with college program the right age group of - Willingness to cope students where adult with the demands and learners are not the challenges of their norm. academic life at the - Not necessarily selfuniversity motivated - Professional dreams - Not decision-makingthat they want to oriented materialize in the future

Needs

Expectations

Attitudes

WASs Differences - Facing online, hybrid, blended education can be a real issue for many of them.

- They find online learning scenarios a bit “mystical� and wonder about their efficacy for learning.

- These learners expect to find the academic validation of their expertise gained in their jobs in various industries.

- They expect to be treated differently when they share a learning space with traditional learners.

- Needs for specific professional competences that can be applied to the work practice - Their empirical knowledge and skills need to be moved to the next level: competencies.

- Needs for higher income and/or a job promotion is part of their encouragement to come back to college and finish a program they probably started years before.

Traditional Students Similarities Differences

- An expectation of adaptation to the modality of study or to the suggested methodology, especially in cases where the new technologies are needed

- Easy to adapt when online, hybrid, or blended education are used as a means for course instruction and submission of homework and assignments.

- To count on faculty support or guidance when needed - Motivation can be used to trigger deep learning in many of them and to have them focused on what is really relevant for the course

- Uncertain about the specific competencies needed to be applied while working - Extrinsic motivation to study many not be the norm with them - Needs are not necessarily clear to them in terms of skills and competencies.

Attitudes

Attitudes

WASs Differences - Low disposition to “un-learning� concepts that are becoming obsolete though practical - The prejudice of learning from a younger person in charge of a course they are attending, - The resistance to change, fear of new dynamics and methodologies in colleges nowadays, - The physical tiredness as a product of many commitments during the week and moth, - High level of participation and communication while in the classroom backed up by their experience, - Clarity in study objectives due to short-term or longterm goals, - Experience acquired in the work area they belong

Traditional Students Similarities Differences

- Both types of learners focus on grading rather than on achievement

- No need to unlearn habitual practices at work - No prejudiced to learn from a young professional - Openness to change dynamics and methods - Come to college from home and not tired because of a working schedule

The panorama of higher education can be better understood when one is aware of learners’ attitudes towards learning. Traditional learners and working adult students differ substantially, but this does not mean they cannot coexist in a classroom. Having WASs mentor traditional students while developing projects is one of the best ways for adult learners to see how they can also guide newbies into the working world they live in on a daily basis. As an instructor in higher education one is exercising different leadership trends that can help WASs develop their potential and can help other learners to construct their knowledge for the working life to come.

To conclude, do analyze learners in your higher education teaching context to have a better understanding of what your students are and what they expect from their education (and from you). Self-evaluate what you understand and see in each of their attitudes: -

Knowledge and abilities,

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Self-concept,

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Expectations,

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Needs, and

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Attitudes.

Comprehending each point and how they relate to learners will help you develop a more thorough understanding of who is sitting in class waiting to be guided towards their construction of knowledge.