Interaction of learner’s identity and learning process in adult learners; A comparative study of gaps in learning process taking place in formal, informal and non-formal system

This research focuses on self as a key factor in adult learning.  Work adult education become increasingly diverse, however, self-directed learning appear to be the most common concept.  From factsheet nos.11 of Teaching Excellence in Adult Literacy, to better apprehend ‘self’ in adult learning, it is important to consider 3 frameworks which are1. Andragogy (Malcolm Knowles, 1980) 2. Self-directed learning, and 3. Transformative learning.

Adult learners need clear purpose to plan their learning.  In 1970, researches claimed that 90% of working adult learn something new at least once a year.  However, in the 21^st Century, almost everybody learns something new every week. Learning and knowing happening with or without intentions.  This new behaviour might reveal the way in which ‘self’ interacts with learning of adult.  Transformative learning in adult could be seen in applications of the knowledge and skills to their works.  Self development and learning may have changed in context of different groups of working adults.  Learning environment, learning style and effective instructions should be aligned to impact learners.

“Self” is at the centre of self-directed learning.  Adult learners have formed clear identity that would influence their learning.  Comprehensions of the terms “self” would shed light into instruction design for and interactions with adult learners.  In Situated learning.  Stein D. (1998) mentioned self/identity of learner in Situated cognition theory that perceive learning as a sociocultural phenomenal, rather than competency development.  This theory provide ground on which definitions of self in adult learning could be explained.