This article presents empirical research exploring adult returner students’ approaches to learning via qualitative analysis of a series of semi-structured interviews. Interviewees’ comments shed light on their approaches to study, their conceptualisation of information literacy, and their experiences as learners. We interpret the data through two theoretical lenses (transformational learning and constructivism). We propose a model of course re-design aimed at improving the practice of access by foregrounding within the redesign process the notion of personal transformation afforded by access courses.
|Number of pages||14|
|Journal||Adult learner : the journal of adult and community education in Ireland|
|Publication status||Published - 2012|
- pre-entry access
- transformative alignment