Exploring the experiences of adult learners in a transition program

Abstract

Transition programs have emerged as a support for adult learners seeking college education. Adult learners' perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg's Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross's (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.

The Five Ps of the Adult Learner Journey through the Community College: A Conceptual Framework

“…Adult learners may choose to enroll in a community college because they are pursuing a program that leads to a vocational certificate or degree (Compton et al, 2006), but unfortunately, institutional processes and practices can pose challenges to their enrollment and academic credential completion (Osam et al, 2017). Decreasing barriers -like cost of attendance, admissions requirements, and course scheduling -is an opportunity for community colleges to relieve emotional burdens from adult learners who may also have additional hurdles to face as they return to school (Karmelita, 2018). In examining financial aid award processes, Osam and colleagues (2017) suggest colleges consider exploring ways to lessen the financial obligations of adult learners to support their return to college.…”

Transitions to further education: listening to voices of experience

“…they try to learn from the students as well'. Listening to the narratives of learners is important when reflecting upon transition processes as they are at the heart of the experience and enable practitioners to reflect on the support that is given during that process (Karmelita 2018). As Lave and Wenger (1991) argued in their Community of Practice theory, building relationships and communication with learners is essential throughout the transition process.…”

Higher education students services : a qualitative study of two mid-size universities' direct exchange programs

“…Specifically, transformation occurs as study abroad students create long-term goals for those experiences. Karmelita's (2018) phenomenological study on the experiences of five adult learners enrolled in a transition program at the university they were attending utilized Schlossberg's Transition Theory (1984) by applying the 4 S's to the transitions those students were experiencing. The findings illustrated that these students had a reliable support system because of the relationships they formed with other students in the transition program.…”

“…As of 2019, the number of students studying abroad has more than doubled since 2000 (Institute for International Education, 2019). Even though enrollment had increased, however, research by Karmelita (2018) indicated that completion rates have not increased quite as rapidly. That is not necessarily the case for Sweden, though.…”

“…With the growing number of students choosing to study abroad, Aveni (2019) stressed the importance of having quality student services staff, and that begins by hiring individuals who have experience working with international students and who know how to help them be successful. In addition, Karmelita (2018) found that adult learners who study abroad will experience a variety of barriers, so it is also important to hire individuals capable of working with a wide variety of students and their varying needs. This was the perspective from which the two overarching questions in this study were addressed: "How does student success relate to study abroad advisement?"…”