Conceptualisation of learning satisfaction experienced by non-traditional learners in Singapore

• Autores: Henry Khiat
• Localización: Educational Research eJournal, ISSN-e 2254-0385, Vol. 2, Nº. 2, 2013, págs. 92-106
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This study uncovered the different factors that make up the learning satisfaction of non-traditional learners in Singapore. Data was collected from a component of the student evaluation exercise in a Singapore university in 2011. A mixed-methods approach was adopted in the analysis. The study stated that non-traditional learners' learning satisfaction can be generally grouped into four main categories: a) Desirable Learning Deliverables; b) Directed Learning Related Factors; c) Lecturer/Tutor Factors and d) Indirect Learning Related Factors. Another important finding showed that academic factors might play a more determining role in affecting the learning satisfaction of non-traditional learners as compared to social, personal, administration, operation and environmental factors. The data suggested that flexibility in learning plays a very significant role in the conceptualization of learning satisfaction for the non-traditional learners. At the same time, the learning satisfaction of non-traditional learners depends greatly on their lecturer being knowledgeable in the content taught, prompt and helpful in meeting their learning needs and pedagogically sounds to teach them well. In the context of Singapore, from a learning viewpoint, this study has an important implication as understanding the conceptualization of non-traditional learners' conceptualization of learning satisfaction can help local educators to formulate plans to improve their learning persistence and attrition that can be closely correlated to their learning satisfaction. Knowing that non-traditional learners possibly focused certain academic issues as their conceptualization of learning satisfaction, the case university can focus on addressing them as a starting point to improve learning satisfaction. At the same time, from a research viewpoint, this study can contribute to the existing relevant literature related to learning satisfaction of non-traditional learners.