Barriers to Adult Education Participation, Distance Education, and Adult Learning

Abstract

Volumes of research exist which explains adults’ participation in adult education. Research suggests that adults participate in adult education for a variety of reasons. Nonetheless, adults also face a variety of barriers to their participation. Whether in a traditional or distance education format, adults may confront barriers to their learning. Now that technology plays such an important role in adult learning, new and returning adults may find additional barriers. Some barriers are within learners’ control. On the other hand, institutions can take measures to eliminate other barriers and enhance learning.

Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level

“…Thus, the relation between the TPB and intention is not different for low-, medium-, or high-educated adults. Because of the importance of these constructs for low-educated adults (e.g., Boeren et al, 2010; Isaac, 2011), we expected the relation between psychosocial barriers and intention to be stronger for them compared to medium-, and high-educated adults (who already have their educational background in their favor). It is possible that these associations are stronger for participation in formal adult education (compared to general participation in lifelong learning) because the setting reminds adults more of compulsory education.…”

“…The notion of Perceived Social Norms can be linked to Bourdieu's (1984) concept of social capital, in which participation is also determined by the social circles the adult familiarizes itself with (Boeren, 2011). Within broader adult education participation research, evidence exists that social forces and group membership or comparing oneself to a reference group play a role in forming and maintaining attitudes towards participation in education (Cross, 1981; Darkenwald & Merriam, 1982; Isaac, 2011). Social disapproval, the reflection of a social environment in which education is not perceived as important or useful, seems to be the most important sociocultural barrier hindering participation in adult education (Blair et al, 1995).…”

‘Situational barriers are keeping me from participating’, but are they situational? Examining low-educated adults’ psychosocial views on adult learning

“…Participation is influenced by more than just the adult's own attitudes. Other people's attitudes (or social norms of members of a cultural group) can also be an important barrier to learning (Isaac 2011).…”

“…Comparing oneself to a particular reference group or being part of a specific cultural group can play a role in shaping attitudes towards participation in adult education (Cross 1981, Darkenwald and Merriam 1982, Isaac 2011. Disapproval of education from the social group, particularly because of its perceived lack of value or utility, may hinder participation (Blair et al 1995).…”

“…For example, if other family members have not participated in adult learning, this may discourage their family member from participating. In some cases, this person can even be mocked for wanting to participate (Isaac 2011). Tuckett and Field (2016) demonstrated that peers, friends, spouses and co-workers or employers can all have an impact on whether or not you engage in learning as they can reinforce an individual's attitudes, self-confidence, and self-efficacy.…”