Adult, Flexible Students’ Approaches to Studying in Higher Education

Abstract

A Norwegian translation of the Approaches to Studying Inventory (ASI‐32) was administered to 1477 adult students attending flexible study programs in higher education in Norway (2004‐05). The intention was to investigate their approaches to studying, taking into account their educational backgrounds and their present, challenging study conditions. The latter being characterized by off‐campus studies and shortage of time due to working‐life and family obligations. This article is concerned with two questions: (1) Is prior education correlated with approaches to learning among these students? and (2) To what extent are contextual constraints, personal effort, and self‐efficacy associated with study approaches among these students? This study shows that adult, flexible students are primarily meaning oriented. The first‐time students among them, however, are more reproducing oriented than students with prior higher education. Self‐efficacy turned out to be more strongly associated with approaches than personal efforts. Obligations of everyday life, contrary to hypothesis, did not have the expected impact.

Keywords:

• adult students
• approaches to studying
• higher education
• non‐traditional students

Notes

¹ A third approach, the “strategic” or “achieving,” has also been identified by Entwistle and Ramsden (1983) and by Biggs, Kember, and Leung (2001). This approach is not equally relevant in an off‐campus, part‐time study situation as an on‐campus situation, among other things because of the elements of competition between peers in class, etc. (Entwistle, 2001; Pettersen, 2004).

² As a result of educational reforms, competence demands and structural changes in society and labour market.

³ Recognition of prior learning = RPL students.