1. PORTRAIT OF ADULT LEARNERS IN
HIGHER EDUCATION: WHAT ARE THE
FACTORS THAT INFLUENCE THE
CAPACITY TO ENGAGE IN DEEP
LEARNING?
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PHUA YING TSE (LOUISE)
16TH FEBRUARY 2015
MASTER OF ARTS IN LIFELONG LEARNING (SINGAPORE)
INSTITUTE OF EDUCATION, UNIVERSITY COLLEGE LONDON
2. Abstract
There is increasing adult enrolment in part-time master's degrees in Singapore. This
dissertation investigates the factors that influence the capacity of adult learners to
engage in deep learning. The focus is on working adults who are enrolled in part-
time master's degrees. From the literature review, the problem seems to be that
adults face challenges in their studies and appear to adopt surface learning to obtain
qualifications. This investigation explores the issues, ascertains the possible barriers
to learning and the ways to mitigate these barriers, so as to provide the necessary
support for adult learners in higher education.
Two theoretical frameworks were used to support my research. First I framed my
work with the three dimensions of learning proposed by Illeris (2004) (see diagram
below). I intended to explore the incentive, content and interaction elements in adult
learning. The second theory was the model of deep and surface approaches to
learning, proposed by Marton & Säljö (1976). The integration of both theories
framed my investigation of the dimensions of learning that characterise deep
learning.
Adopting an interpretivist approach and qualitative methods, I built up a series of
nine individual case studies, representing adult students and lecturers. The
qualitative research produced a snapshot portrait of the lived experience of adult
learners in higher education.
3. The findings provided evidence that the incentive, interaction and content
dimensions were inter-dependent, which illustrated the holistic and comprehensive
nature of Illeris' model. The key findings were:
# Learning was tough. Due to their life-stage, adults had multiple roles that
distracted them from their studies and deterred them from deep learning.
# A readiness to engage in deep learning was necessary. While the university
and expert teachers made adjustments to support adult learning, individual
effort and responsibility were essential.
# An awareness and sensitivity to the local contexts, helped lecturers generate
positive emotions in the classrooms.
The research has the potential to achieve impact by pointing to areas where
universities may respond with adjustments to educational practices in part-time
master's degrees, with a view to making deep learning accessible for all students.
(Illeris, 2004)
4. Phua, YTL. (2015), Portrait of adult learners in higher education: What
are the factors that influence their capacity to engage in deep learning?,
University College London, Institute of Education, London/Singapore.
Please contact the author at ytlouise@gmail.com for enquiries.
