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Impact of Experience-Sharing Activities on Learning Participation among Adult Learners

Abstract

Experience-sharing activities refer to structured or informal learning activities through which adult learners exchange personal, occupational, social, and educational experiences, while learning participation refers to the extent to which learners attend, contribute, and become actively involved in educational activities. Experience sharing is particularly relevant to adult education because adults enter learning environments with diverse experiences and practical knowledge. When these experiences are incorporated into learning, they can create opportunities for meaningful interaction and active involvement. Therefore, this study examines the impact of experience-sharing activities on learning participation among adult learners. Experience-sharing activities may include group discussions, storytelling, peer presentations, practical demonstrations, experience-based discussions, case discussions, and learner-led conversations. These activities allow adult learners to connect previous experiences with new knowledge and contribute ideas based on situations they have encountered. They can also provide opportunities for learners to compare perspectives, explain practical challenges, ask questions, and learn from one another. The effectiveness of experience-sharing activities may depend on the relevance of the experiences shared, the level of learner involvement, and the supportive nature of the learning environment. Learning participation refers to learners’ involvement in classroom discussions, learning tasks, group activities, practical exercises, and other educational experiences. Adult learners may participate more actively when learning activities recognize their existing knowledge and provide opportunities for them to contribute meaningfully. Experience-sharing activities can encourage learners to express their views, relate learning content to real-life situations, and interact with other learners and facilitators. Consequently, regular use of experience-sharing activities may contribute to increased learning participation among adult learners. The study will adopt a correlational research design. The population will comprise adult learners enrolled in selected adult education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected using a structured questionnaire designed to measure experience-sharing activities and learning participation. The instrument will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analysed using descriptive statistics and an appropriate inferential statistical technique to determine the relationship between experience-sharing activities and learning participation. The study is expected to establish that experience-sharing activities have a significant impact on learning participation among adult learners. Adult learners who are regularly provided with opportunities to share relevant experiences are expected to demonstrate greater involvement in discussions, learning tasks, practical activities, and other educational activities. The findings are also expected to show that experience-based learning opportunities can encourage learners to contribute their knowledge and participate more actively in the learning process. The findings will have implications for teaching and learning in adult education. Adult education facilitators may need to incorporate experience-sharing activities into lessons by encouraging learners to discuss practical experiences, present examples, explain personal observations, and relate learning concepts to real-life situations. Facilitators may also create inclusive opportunities for different learners to contribute, ensuring that experience sharing complements rather than replaces the planned learning objectives. This approach may make learning more meaningful and encourage active involvement. The study will be beneficial to adult learners, adult education facilitators, programme administrators, adult education institutions, and education planners. Adult learners may benefit from opportunities to contribute their existing knowledge and learn from the experiences of others. Facilitators may gain insight into how experience-based activities can encourage learner involvement, while programme administrators may use the findings to support teaching approaches that recognize adult learners’ prior experiences. Education planners may also benefit from evidence on learner-centred approaches that can strengthen participation in adult education programmes. The study recommends that adult education programmes should incorporate structured experience-sharing activities into teaching and learning. Facilitators should encourage group discussions, learner presentations, practical demonstrations, storytelling, and experience-based case discussions that are relevant to lesson objectives. Adult learners should also be encouraged to contribute appropriate experiences and learn from the perspectives of their peers. In conclusion, purposeful experience-sharing activities can provide valuable opportunities for increasing learning participation among adult learners.

Keywords: Experience sharing, adult learners, learning participation, experiential learning, learner involvement, learner experiences, peer learning, group discussion, practical learning, learner-centred education, knowledge exchange, classroom interaction, adult education, active learning, learning activities