This project explored the barriers to learning for adult learners embarking on communication technology courses at level 1 and 2.
The project drew on academic literature, tutor and learner feedback to examine three issues: how to identify learners at risk, how to identify adjustments which can be made, and how to enable learners to become active and purposeful learners. From analysis of the responses and in conjunction with the literary reviews, they developed three strategies to apply with a sample of learners identified as having one or more barriers to learning illustrated through three case studies.
A survey of tutors indicated that in their view , the most successful learners were motivated to achieve qualifications, normally to improve job prospects or because work requires them to so do (65%). 33% of learners who did not achieve left between 6 weeks and before 11 weeks of learning.. Successful learners had higher literacy levels (45%), were less likely to have additional learning support needs (65%), and were able to use a variety of learning methods (34%).
Learner feedback pointed to issues ofbetter assessment of the starting points of learners, approaches to feedback, learner choice in forms of assessment and developing metacognative control. Data was gathered through interviews/surveys.
LSIS Research Development Fellowship (RDF) projects 2012-2013