A study of the Learning Experiences of Adult Learners Participating in Hakka Courses-Based on Case Studies at Two Community Colleges in Taoyuan County

• Main Authors: Shu-Ping Chung, 鍾淑萍
• Other Authors: Shih-Hui Li
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/86608598408083079761

碩士 === 國立中央大學 === 客家研究碩士在職專班 === 99 === The purpose of this study was to explore the learning experiences of adults participating in Hakka courses in community college and to understand the adults’ motivations, needs, attitudes, and difficulties in these courses. This study was based on case studies of two community colleges in Taoyuan County—Xin Yang Ping Community College and Ping Zhen Community College.These two community colleges have featured Hakka curricula from their initial establishments. These programs are dedicated to the transmission and promotion of Hakka culture. In the present study, the author first analysed and discussed the relevant literature in order to understand theories and research pertaining to participation in adult education courses. This study adopted a qualitative research method by using semi-structured interviews. The subjects included teachers and students from the two community colleges.This researcher’s aim is that, based on the research findings, the study can serve as a reference to community colleges, educators, and students, as well as provide a foundation for further research on related topics. The findings are presented as follows: 1.The motivations of adults participating in Hakka courses in community college are mainly related to their mission of passing down Hakka culture, curiosity towards Hakka culture, obtaining professional credentials to increase job opportunities, fulfilling the requirements of a current job, the reputation of the teachers, and the development of social relationships. 2.The needs of adults participating in Hakka courses in community college can be classified into five categories: in-depth understanding of Hakka culture, acquisition of advanced skills, provision of a forum to demonstrate personal strengths, cultivation of social relationships, and enhancement of Hakka language skills. 3.The attitudes of adults participating in Hakka courses in community college can be analyzed into five types: good attitudes towards self-learning, a conviction that the course has practical applications,recognition of the teachers’ dedication and sincerity, warm peer interaction, and a belief that the learning environment is suitable. 4.The difficulties for adults participating in Hakka courses in community College arise from: (a)Internal factors: insufficient confidence,incompetence with the Hakka language, insufficient basic skills, and advanced age. (b)External factors: family obligations, work responsibilities,inadequate learning facilities.