Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments

This research aimed to identify and understand the learning beliefs among adult Malay Muslim learners participating in non-formal Islamic learning environments. In addition, it explored how far these learning beliefs are transformative in nature and in what ways these learning beliefs of adult Musli...

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Main Author:	Abdul Wahab, Rohaya
Format:	Thesis
Language:	English
Published:	2013
Subjects:	Learning - Religious aspects - Islam Islam - Study and teaching Non-formal education
Online Access:	http://psasir.upm.edu.my/id/eprint/40008/1/FPP%202013%2036R.pdf
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record_format	uketd_dc
spelling	my-upm-ir.400082016-02-01T04:14:08Z Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments 2013-07 Abdul Wahab, Rohaya This research aimed to identify and understand the learning beliefs among adult Malay Muslim learners participating in non-formal Islamic learning environments. In addition, it explored how far these learning beliefs are transformative in nature and in what ways these learning beliefs of adult Muslim learners fit Islamic views and perspectives of learning and education. This study focused on learning as interpreted and understood from the perspective of the learners themselves, from the general as well as holistic perspective based on their learning experiences and learning processes. Utilizing the phenomenological qualitative research method, the sample for this study were seven adult learners who are in the middle adulthood and above,in the 40 year old and above age group. They participated voluntarily and regularly in at least two non-formal religious learning programs. Data were mainly collected using in-depth interviews, informal conversations and email interviews, and were analysed by thematic analysis. The findings of this study show that the meanings attached to the informants’ learning beliefs were common among them and that these beliefs were hierarchical in nature, ranging from simple to complex. At the simplest level, learning was considered as merely to be acquiring and gaining knowledge; whilst at a more complex level, learning became internalized and practised by the informants; and at the highest end, learning was conceived as internalizing and changing not just one’s physical perspective but also one’s worldview in relation to God. This study moreover revealed that learning beliefs (in these non-formal learning programs) were more transformative in nature, involving changes in applying practical knowledge, heightened religious consciousness, enhancing personal development, and seeking spiritual pleasure. In addition, the acknowledged motivation for holding learning beliefs from the Islamic perspective was based on three inter-related reasons –temporal, temporal as well as moral, and Hereafter and Godly reasons; with the last reason being the most dominant. Therefore, these beliefs among adult Malay Muslim Learners were shown to be spiritualistic in nature and consequently, all the themes were tied strongly to eternal and Godly reasons. The main conclusions are all these different themes converged into a singular spiritual essence at the summit, and thus learning in non formal situations is deeply connected to the essences and perspectives of spirituality; the key to understanding adult learning is to understand the adult learners themselves; adults participate and seek educational activities that relate to personal growth and development; and it is particularly important to look at cultural and religious contexts of the learners and the learning environment to understand better how their beliefs and experiences shape the learners’ beliefs on learning. Implications of the study are that educators need to consider the significance and relevance of culture, religion, and spiritual essences in adult learning, to promote critical thinking in non-formal learning among adults, and to consider the nature of learning as lifelong, transformative and experiential. These are the challenges to the practice of adult education. Learning - Religious aspects - Islam Islam - Study and teaching Non-formal education 2013-07 Thesis http://psasir.upm.edu.my/id/eprint/40008/ http://psasir.upm.edu.my/id/eprint/40008/1/FPP%202013%2036R.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Learning - Religious aspects - Islam Islam - Study and teaching Non-formal education
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Learning - Religious aspects - Islam Islam - Study and teaching Non-formal education
spellingShingle	Learning - Religious aspects - Islam Islam - Study and teaching Non-formal education Abdul Wahab, Rohaya Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
description	This research aimed to identify and understand the learning beliefs among adult Malay Muslim learners participating in non-formal Islamic learning environments. In addition, it explored how far these learning beliefs are transformative in nature and in what ways these learning beliefs of adult Muslim learners fit Islamic views and perspectives of learning and education. This study focused on learning as interpreted and understood from the perspective of the learners themselves, from the general as well as holistic perspective based on their learning experiences and learning processes. Utilizing the phenomenological qualitative research method, the sample for this study were seven adult learners who are in the middle adulthood and above,in the 40 year old and above age group. They participated voluntarily and regularly in at least two non-formal religious learning programs. Data were mainly collected using in-depth interviews, informal conversations and email interviews, and were analysed by thematic analysis. The findings of this study show that the meanings attached to the informants’ learning beliefs were common among them and that these beliefs were hierarchical in nature, ranging from simple to complex. At the simplest level, learning was considered as merely to be acquiring and gaining knowledge; whilst at a more complex level, learning became internalized and practised by the informants; and at the highest end, learning was conceived as internalizing and changing not just one’s physical perspective but also one’s worldview in relation to God. This study moreover revealed that learning beliefs (in these non-formal learning programs) were more transformative in nature, involving changes in applying practical knowledge, heightened religious consciousness, enhancing personal development, and seeking spiritual pleasure. In addition, the acknowledged motivation for holding learning beliefs from the Islamic perspective was based on three inter-related reasons –temporal, temporal as well as moral, and Hereafter and Godly reasons; with the last reason being the most dominant. Therefore, these beliefs among adult Malay Muslim Learners were shown to be spiritualistic in nature and consequently, all the themes were tied strongly to eternal and Godly reasons. The main conclusions are all these different themes converged into a singular spiritual essence at the summit, and thus learning in non formal situations is deeply connected to the essences and perspectives of spirituality; the key to understanding adult learning is to understand the adult learners themselves; adults participate and seek educational activities that relate to personal growth and development; and it is particularly important to look at cultural and religious contexts of the learners and the learning environment to understand better how their beliefs and experiences shape the learners’ beliefs on learning. Implications of the study are that educators need to consider the significance and relevance of culture, religion, and spiritual essences in adult learning, to promote critical thinking in non-formal learning among adults, and to consider the nature of learning as lifelong, transformative and experiential. These are the challenges to the practice of adult education.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Abdul Wahab, Rohaya
author_facet	Abdul Wahab, Rohaya
author_sort	Abdul Wahab, Rohaya
title	Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
title_short	Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
title_full	Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
title_fullStr	Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
title_full_unstemmed	Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments
title_sort	learning beliefs of seven adult malay muslim learners in non-formal learning environments
granting_institution	Universiti Putra Malaysia
publishDate	2013
url	http://psasir.upm.edu.my/id/eprint/40008/1/FPP%202013%2036R.pdf
_version_	1747811834321174528

Learning beliefs of seven adult Malay Muslim learners in non-formal learning environments

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