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Academics' identities and students' experiences in the study process. together or alone?

100%

Karu K., Krabi K.

Studies for the Learning Society

2012

vol. 2

issue 2-3

99-109

Covering students' experiences and academics' identities in the study process, enables the creation of better conditions for academics and students both to learn at the university. In studies, the academics and the students are in interaction, which means relationships designed to support learning. This paper aims to understand students' experiences and academics' identities in the study process. The paper is based on two qualitative studies and, as a result, varieties in academics' identities and students' experiences are described.The following academics' identities emerged: the academic as an interesting speaker, the academic as a facilitator of learning, and the academic as a promoter of the student's development in research. In the students' experiences the following portraits became distinguishable: the student as a relater, the student as a constructor and the student as a developing personality. Academics' identities and students' experiences create various options for choices in the study process. By understanding identities and experiences, both the academic and the student can acknowledge the impact of their choices and activities on the study process. In this paper, we provide an opportunity for academics to interpret and thereby understand oneself as an academic, adult as a student and student's learning, hoping that the academic more consciously acknowledges the impact of one's activities, choices and teaching on a student's learning in the context of identity and experience.

Comprehensions of learning and learners - understanding experiences of adults and experts in adult education

81%

Jõgi L., Karu K., Krabi K.

Studies for the Learning Society

2008

vol. 1

issue 1

29-38

The aim of the paper is to interpret personal comprehensions of learning, in order to understand the complexities, uniqueness and divides of the subjective reality of adult learning comprehensions."One of the major implications of lifelong learning is that we can potentially learn from every experience in life" (Jarvis, 2006; 2007).We present an interpretation of adults and adult education experts' comprehensions of learning and learners. According to Roger Harrison representations of learners are never neutral; rather they are active in ‘naturalising’ certain understandings of what learning means, what it means to learn and to be a learner, and in so doing define the boundaries of the educational field and whatever is possible within it (Harrison 2003).Interpretation of empirical examples is based on two studies, comprising of 55 semistructured interviews with adults and 14 semistructured interviews with experts. There are tensions and divides in the comprehensions of learning, especially in understanding the adult learner and the role of adult education by the experts. There is a need to understand different comprehensions in order to understand learning experience.

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2 Studies for the Learning Society

2 Karu K.

2 Krabi K.

1 Jõgi L.

1 2012

1 2008

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Academics' identities and students' experiences in the study process. together or alone?

Comprehensions of learning and learners - understanding experiences of adults and experts in adult education