Interviews Assignment 100 Points Objectives And Alignment ✓ Solved

Interviews Assignment100 Points objectives and alignment: 1. Students Wi

Identify lay-person conceptions of adult education and adult learners based on personal experiences, reflect on how experience and education influence these perceptions, and conduct interviews to explore divergent views of adult education. Contact at least five diverse individuals, ask specified questions about adult education and learners, record demographic information and responses, and include verbatim responses in an appendix. Develop at least three additional questions, and write a three-page reflective essay connecting interview responses to course readings and outside scholarly sources, following APA style guidelines. The final submission should include the paper, list of questions, and interview transcriptions.

Sample Paper For Above instruction

Introduction

Understanding how laypeople perceive adult education and adult learners is essential for educators and policymakers aiming to develop effective programs and outreach strategies. This study involved interviewing five individuals from varied backgrounds to explore their perceptions, experiences, and beliefs concerning adult education. The purpose was to uncover common themes, differences, and insights that could inform a more inclusive understanding of adult learning in diverse societies.

Methodology

Participants were chosen purposively to represent a range of ages, genders, races/ethnicities, occupations, and educational backgrounds. The researcher conducted semi-structured interviews in person, over the phone, or via email, using a set of core questions supplemented by three additional ones developed by the interviewer. Responses were recorded verbatim, and demographic data were documented for context. Each interview was transcribed and formatted as a single-spaced, one-inch margin document, adhering to APA guidelines for professional presentation.

Findings

Participant Profiles

The five participants included a 45-year-old Caucasian male, a 32-year-old Latina female, a 60-year-old African American male, a 24-year-old Asian American female, and a 50-year-old Middle Eastern male. Their occupations ranged from teacher and healthcare worker to unemployed and student. Educational attainment varied from high school diploma to doctoral degree, providing a diverse sample for analysis.

Common Conceptions of Adult Education

Many participants defined adult education broadly, emphasizing its role in personal development, skill acquisition, and lifelong learning. For example, one participant stated, “Adult education is any learning that an adult pursues to improve their life or career.” Others associated it primarily with formal classes at community colleges, universities, or vocational schools. The perception that adult education takes place outside traditional school settings was also prevalent.

Participants believed that adult education often responds to life transitions, such as changing careers or pursuing personal interests. Several highlighted the role of online courses and workshops as contemporary forms of adult education. A recurring theme was that adult learners are diverse, motivated by different needs, and often balancing education with work and family responsibilities.

Perceptions of Adult Learners

The respondents' views varied on what constitutes an adult learner. While some considered themselves adult learners, others did not, often citing age or current educational status as criteria. One participant noted, “I consider myself an adult learner because I’m always trying to learn new skills, even if I’m not enrolled in a formal program.” Another remarked that adult learners are typically self-motivated, responsible, and have clear goals.

Additional questions revealed that participants saw adult learners as generally more committed and self-directed than traditional students. However, some expressed skepticism about the effectiveness of adult education, citing issues like lack of time, resources, or institutional support.

Discussion

The interview responses shared several themes with the literature on adult education. For instance, Merriam and Bierema (2014) emphasize that adult learners are characterized by self-direction, motivation, and diverse backgrounds. Participants’ recognition of online learning as a modern form aligns with contemporary trends identified by Kasworm et al. (2010). The divergence in self-identification as adult learners reflects the variability noted in scholarly discussions about adult learner identity and recognition (Tough, 1971).

What surprised me was the extent to which participants linked adult education to personal growth rather than formal credentials. This aligns with Knowles’ (1984) concept of andragogy, emphasizing the importance of intrinsic motivation for adult learning. Conversely, some participants expressed skepticism about adult learning's value, which underscores persistent barriers highlighted in research, such as time constraints and perceived relevance (Merriam & Caffarella, 1999).

Conclusion

This exercise revealed that lay perspectives on adult education are multifaceted, often emphasizing personal development, practical skills, and flexibility. My own perceptions align partly with those expressed by participants, particularly regarding the importance of self-motivation and relevance. However, I was surprised by the skepticism about adult learning's impact, which contrasts with my belief in its transformative potential. Understanding these perceptions is crucial for designing responsive adult education programs that meet learners’ diverse needs and perceptions.

References

• Kasworm, C. E., Rose, R., & Ross-Gordon, J. M. (2010). Changing Contexts of Adult Learning and Education. New Directions for Adult and Continuing Education, 2010(125), 5-13.
• Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass.
• Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. Jossey-Bass.
• Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood: A Comprehensive Guide. Jossey-Bass.
• Tough, A. (1971). The Adult's Learning Projects: A Fresh Approach to Theory and Practice in Adult Education. Ontario Institute for Studies in Education.