Adult Learning: what does the adult learner need?

Lisa Ellem

doi:10.25918/thesis.364

The contemporary adult learner in Australia functions in an industry that holds national economic and social value. The industry includes businesses operating in adult education sectors separated by purpose, policy, and funding arrangements, such as vocational education and training, higher education, and workplace learning. This study sought to bridge a gap in research by directly engaging adult learners to discern their needs. Through a critical realist narrative inquiry, the study delved into the diverse contexts of adult learning by exploring the lived experiences of seven participants across higher education, vocational training, and workplace settings. The study's methodology prioritised an in-depth exploration of each participant's narrative to unravel what the adult learner needs. By employing semi-structured interviews, participants articulated their motivations, challenges, and aspirations, thus providing rich insights into the multifaceted nature of adult learning. Data analysis identified recurring themes and underlying patterns. The narrative presentation of results is a combination of all participant's stories. The findings reveal a nuanced matrix of four fundamental adult learning needs: change, self-awareness, community, and joy. Change emerged as a pervasive theme, reflecting learners' quest for adaptability and growth in response to evolving circumstances. Self-awareness emerged as a need, highlighting the importance of introspection in learning. The participants explained self-awareness as an intrinsic link between personal fulfillment and educational attainment achieved once they understood how they learned and the requirements of the assessment task. All participants identified a need for a learning community. Social connections and collaborative networks that fostered support were needs expressed by the adult learners in this study. The participants recognised the value of shared experiences, conversation, and collective learning with peers and mentors. Finally, joy emerged as a transformative force for adult learners. Participants emphasised the need for educational experiences that were enjoyed or became rewarding. Joy contributed to the learners' curiosity, creativity, drive, and sense of fulfillment. The findings offer a profound insight into adult learners' diverse and complex needs, challenging traditional educational research and practice paradigms. The implications for the Australian adult learning system highlight an imperative to adopt the new holistic, adult learner-centric theory that prioritises the cultivation of change, self-awareness, community, and joy in educational experiences. The findings from this study have implications for policymakers, educators, and providers to prioritise an aligned and responsive learning ecosystem that empowers learners to thrive in an ever-changing world. Meeting the needs of adult learners has national economic and social significance.

Adult Learning: what does the adult learner need?

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Adult Learning: what does the adult learner need?

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