Browsing by Subject "aikuisen oppiminen"

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  • Karlsson, Kati (Helsingfors universitet, 2015)
    The aim of this study was to describe the experiences of the mentors of adult practical nurse students. The focus was on "how the mentors experience the process of on-the-job learning" and "how the mentors can support student's professional growth during the on-the-job learning period". The data of this study consist of 12 semi-structured interviews of mentors of adult practical nurse students. The interviews were first tape recorded and then transcribed verbatim. Mentors described mentoring of students' as a process, that consist of elements such as mentor's own perceptions of her role as a mentor, adult learner's attitude towards learning, support of professional growth and the meaning of environment and support. The mentoring was seen as a process. Mentoring of an adult student was seen as a challenge but also as a chance because the adult learners do have plenty of experiences. Mentors pointed out various factors that have an effect on success of mentoring. Such factors were: mentors experience of their own role, students' attitude towards learning and guidance, supporting professional growth and importance of working environment as well co-operation with educational institution. Mentors experience of being an expert of their own work was important as well to be able to adjust guidance in benefit of a student's individual needs and goals. Adult learners were expected to take an active role of their own learning and to take benefit of their own experiences. Mentors did feel that they were responsible for students' professional growth. Working environment end co-operation with educational institution had important role in successful guidance. Mentors opinion was that guidance during the work-place learning should be mainly emphasized on mentor and workplace. Co-operation with educational institution was considered important but mentors also felt that they are best experts of their own work. Mentors hoped and expected support, resources and respect to their mentoring. .
  • Kilpi, Katariina (Helsingfors universitet, 2016)
    This dissertation explores the experience of adults looking for career specific further training and higher education. This is intended to help understand adult education experiences and support successful adult learning. The theoretical framework for the research is founded on the complexity of multifaceted identities that adults will have developed over their lives and their ability to change identities according to situational contexts. The research also uses theories on constructivism in adult learning, the narrative nature of learning and human development, and individuality of human development due to psychosocial developments and career specific experiences. Fundamental research questions built on the view that expressions of individual identity reflect adult development and learning processes. The research uses a narrative approach. The material was collected from semi-structured one-to-one interviews. Participants were selected from adult attendants at a privately run entrepreneurship course in the autumn of 2013 (N=28). The accounts and personal stories recounted during the interview process have been analysed using narrative methods. Studying the interpretation of identity allows the research to highlight participants' career and life-experiences and to contextualise them within individuals' age and skill sets. The analysis highlights a connection between continuities in individual successes and high quality of learning. The discussion also addresses how self-evaluation of experiences, such as failure, or personal views of social nonconformity can be linked to more general learning experiences among adults or even to issues faced with adult learners' identity development. The individual interpretations of success and learning covered by this research emphasize the fundamental question of how adult learners can be supported during significant and unique life cycle changes that are concurrent with lifelong learning. These findings have further implication on understanding how individuals as learners and e-learners might develop positive self-images and view themselves as active agents in any learning environment.