EXPERIENCE OF LIFE LONG LEARNING IN TERTIARY EDUCATION AMONG MIDDLE AGE STUDENTS
Abstract
ABSTRACT
Midlife is typically viewed as a normal developmental experience in life course but,
historically, it has been overlooked. Lifelong learning is the key element in developing human
capital potential in 21st century. Today the rate of change and innovation is too rapid, many
middle adult are going back to school to continue their postgraduate study in order to learn
new knowledge and skill that will be used to prepare them during retirement age. However,
the study of experience of middle age student in lifelong learning journey is lacking. This is
important because middle age population represent a growing segment of the aging
population. The researchers hold on the ontological view that human experience consist of
multiple realities. Furthermore the best epistemological questions to answer experience is by
“how, why and what” Therefore this qualitative study attempts to understand the meaning of
life long learning and the experience of life long learning among middle age student in a
tertiary institution. A descriptive qualitative study design was employed in this pilot project.
Two informants are purposely selected because they are postgraduate student at middle age
range (35-55) who is currently doing a postgraduate program. The researchers use
combination of purposive and snowball sampling method in selecting informant. Data were
collected through semi-structured in-depth interview. This study has synthesized some ideas
that mid-life can be “the best of time” or “the worst of time” throughout life time. To engage
in lifelong learning, middle age students develop wisdom in problem solving and self
management. At time, they feel lost due to stress-related growth at mid-life. However, the
lifelong learning journey forms an interesting bridge between the loss-related stressors and
personal development in middle age student.
Key words: Life long learning, middle age, midlife, tertiary education
Midlife is typically viewed as a normal developmental experience in life course but,
historically, it has been overlooked. Lifelong learning is the key element in developing human
capital potential in 21st century. Today the rate of change and innovation is too rapid, many
middle adult are going back to school to continue their postgraduate study in order to learn
new knowledge and skill that will be used to prepare them during retirement age. However,
the study of experience of middle age student in lifelong learning journey is lacking. This is
important because middle age population represent a growing segment of the aging
population. The researchers hold on the ontological view that human experience consist of
multiple realities. Furthermore the best epistemological questions to answer experience is by
“how, why and what” Therefore this qualitative study attempts to understand the meaning of
life long learning and the experience of life long learning among middle age student in a
tertiary institution. A descriptive qualitative study design was employed in this pilot project.
Two informants are purposely selected because they are postgraduate student at middle age
range (35-55) who is currently doing a postgraduate program. The researchers use
combination of purposive and snowball sampling method in selecting informant. Data were
collected through semi-structured in-depth interview. This study has synthesized some ideas
that mid-life can be “the best of time” or “the worst of time” throughout life time. To engage
in lifelong learning, middle age students develop wisdom in problem solving and self
management. At time, they feel lost due to stress-related growth at mid-life. However, the
lifelong learning journey forms an interesting bridge between the loss-related stressors and
personal development in middle age student.
Key words: Life long learning, middle age, midlife, tertiary education
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