Towards a le@rning society? the impact of technology on patterns of participation in lifelong learning

Abstract

This paper is based on 1001 home‐based interviews with UK adults. It describes their varying patterns of participation in lifelong learning and their use of technology for learning and leisure. It finds that 37% of all adults report no further education of any kind after reaching compulsory school leaving age. This proportion declines with each age cohort, but is largely replaced by a pattern of lengthening initial education and still reporting no later education. These patterns of participation are predictable to a large extent from regression analysis using a life‐order model of determining variables—all of which are set very early in life. This suggests that universal theories to describe participation, such as human capital theory, are incorrect in several respects. Where individuals create, for themselves and through their early experiences, a ‘learner identity’ inimicable to further study, then the prospect of learning can become a burden rather than an investment for them. This has implications for the now widespread and extensively funded notion of overcoming barriers to access via technology.

Acknowledgements

This paper is based upon a project funded by the Economic and Social Research Council (R000239518). The author would like to thank the other members of the ‘Adults Learning@Home’ project (John Furlong, Louise Madden and Kate Hubert) as well as the individuals who took part in the household interviews.

Notes

* Corresponding author. Department of Educational Studies, University of York, York Y010 5DD, UK. Email: [email protected]

Although contested, it is generally accepted that ‘e‐learning’ refers to:

• learning with the help of information and communications technology tools. These tools may include the Internet, intranets, wireless networking, PC (personal computer) based technologies, handheld computers, interactive TV and also e‐technology to support traditional delivery for example using electronic whiteboards and video conferencing. (Department for Education and Skills, 2002, p. 2)

A systematic sample stratified by age and gender of 1001 adults aged 21 years or older living in three electoral wards in each of the four communities was selected. Reserve cases were preselected from adjacent postal addresses to cover non‐response. The interviewer called on up to three different occasions at three different times of day, and moved on to a reserve case either due to candidate refusal or inability to make contact. The interviews were held in people's houses, or infrequently by appointment elsewhere (e.g. place of work or relative's house).

Additional information

Notes on contributors

Stephen Gorard *

* Corresponding author. Department of Educational Studies, University of York, York Y010 5DD, UK. Email: [email protected]