Mainwaring, Deborah Judith; (2012) An exploration of the application of three dimensions of learning to young people in the post-compulsory sector. Doctoral thesis , Institute of Education.

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Abstract

Abstract. The thesis presents the findings from professionally based research. The first aim of the research was to investigate the value that learners in the post-compulsory sector placed on the different dimensions of learning articulated by Illeris (2007). These are the social dimension oflearning, the emotional dimension oflearning and the content dimension of learning. The second aim of the research was to explore how different participants might give different value to different dimensions oflearning. Three hundred and thirty one participants in four sixth form settings completed a questionnaire. The items for the questionnaire were designed to be interpreted individually and psychometrically. The data was subjected to quantitative analysis. Descriptive statistics indicated that post-compulsory learners do value the dimensions of learning proposed by Illeris (2007). However, a Principal Component Analysis suggested that they were also cognisant of a fourth dimension, that of meta-learning. The findings indicated that young post-compulsory students do not value different dimensions oflearning equally or consistently. There is a relationship between the types of learning experiences that young people have and the importance they place on different constituents of learning. Three variables are associated with the different value given to the dimensions of learning. These are the context in which the participants learn, the assessment procedures that their programmes require and prior learning achievements. The emergent findings are utilised to explore further the model offered by Illeris (2007). It is expanded to explicitly include the process of meta-learning. It is proposed that as young people engage in the post-compulsory sector, the experiences of learning that they have interact with their self identities as learners. It is suggested that these interactions lead to young people's learning identities developing differently. The implications of this for professionals working with young people in the post-compulsory sector are discussed.

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