Learner's life events

The next paper by Dearnley (2003) ‘Student Support in Open Learning: Sustaining the process’, which discusses the external pressure and support that may be needed by students. Dearnley categories these as social, professional and academic.

‘Students must be recognised as adults with life responsibilities who are prone to life events’

I was particularly interested in the discussion around needing to change people’s learning habits, as many of us are taught in an instructional way. It took me back to Sylvia’s comment back in the first few week about students wanting her to tell them the answer. Especially when dealing with lifelong learners, we need to remember that they may need more time to adapt and learn how to learn in a new way.

How might your learners’ life events affect how they react to your materials?

Will they have any of the same issues as the students in Dearnley’s paper?

Resoundly YES! I work with volunteers, so already have plenty of experience of the commitments that make up their lives.They cannot be expected to do things at the same rate as in a working context as they are doing what they do in their spare time. This makes it easier and harder. For those who already organise their lives, they will be more aware of the support they need. For others, the motivation may be more difficult.

Understanding the level of commitment you need to expect is important, and

Which social, academic and professional frameworks do you access as a student?

It was interesting to think about the networks that are around me, supporting me. When I started this course I was lucky that I was working a lot of weekends. This meant I had a fair few hours in hotel rooms to read and days off in the week to study at home. This has changed throughout the duration of the course, and I have had to adopt different methods and approaches. I find it quite difficult to read at home, so I tend to print things off, read them on the train and spend my evenings on the sofa writing up my thoughts. I think it is hard for our families. (I say this while telling my partner that I am so not listening to what he is saying as I am concentrating on work). The support of family is important, but also learning to manage time is too. Last week we were on holiday, so I set aside specific days in which to study so it wouldn’t interfere with our social time.

Interestingly, the relationships I have formed with volunteers are the main source of my professional framework. Many of them are professionals themselves, have been through OU learning or are interested in similar subjects. This is one of the strengths of my relationships, in fact friendships, with people I have met through work, maybe more so than work colleagues. I also think that some of the networks and social sites that I belong to have good to look to support my learning and development. Also the blogging and support of other learners has an immense impact on my professional support, as I see them as likeminded individuals. I am still trying to convince work colleagues and hierarchy of how important this is within my development and the development of our discipline, so in many ways I have a barrier from my direct workplace. (But we all suffer somewhat from that).

The academic framework has been a particularly interesting one to explore, as for years I have been very resistant to doing any further training. I think this is because the way I like to learn is to explore and develop my understanding, and many of the opportunities given have been about instruction training. Coming to the course with an open mind, obviously helps, and I will muse on this further with some of the other readings I have undertaken.

Dearnley, C. (2003) ‘Student support in open learning: sustaining the process’, International Review of Research in Open and Distance Learning [online] http://www.irrodl.org/index.php/irrodl/article/view/132/212