TY - JOUR
T1 - Negotiating co-ownership of learning in higher education
T2 - an underexplored practice for adult learning
AU - Owusu-Agyeman, Yaw
AU - Fourie-Malherbe, Magda
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - Adults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult learners negotiate co-ownership of their learning. The current empirical study explores the relevant factors that could enhance adult learners’ involvement in negotiating co-ownership of learning in a higher education setting. A mixed method of gathering and analysing data from adult learners (n = 200) was followed. While structural equation modelling (SEM) served as the quantitative data analysis method, codes, categories and themes developed from the focus group discussions and interviews were used to analyse the qualitative data. The study revealed that negotiating co-ownership of learning among adult learners in HEIs is influenced by the level of engagement and adult learners’ acquisition of relevant core knowledge and skills. The authors discuss the implications of the results by reflecting on the pluses of negotiating co-ownership of learning at the institutional and classroom levels while also showing how the lack of these provisions could hinder effective learning among adult learners.
AB - Adults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult learners negotiate co-ownership of their learning. The current empirical study explores the relevant factors that could enhance adult learners’ involvement in negotiating co-ownership of learning in a higher education setting. A mixed method of gathering and analysing data from adult learners (n = 200) was followed. While structural equation modelling (SEM) served as the quantitative data analysis method, codes, categories and themes developed from the focus group discussions and interviews were used to analyse the qualitative data. The study revealed that negotiating co-ownership of learning among adult learners in HEIs is influenced by the level of engagement and adult learners’ acquisition of relevant core knowledge and skills. The authors discuss the implications of the results by reflecting on the pluses of negotiating co-ownership of learning at the institutional and classroom levels while also showing how the lack of these provisions could hinder effective learning among adult learners.
KW - Negotiation
KW - adult learning
KW - co-ownership
KW - engagement
KW - higher education
UR - http://www.scopus.com/inward/record.url?scp=85049780895&partnerID=8YFLogxK
U2 - 10.1080/0158037X.2018.1497591
DO - 10.1080/0158037X.2018.1497591
M3 - Article
AN - SCOPUS:85049780895
SN - 0158-037X
VL - 41
SP - 17
EP - 35
JO - Studies in Continuing Education
JF - Studies in Continuing Education
IS - 1
ER -