DOWNLOAD THE COMPLETE PROJECT

11 Users found this project useful

Impact of Adult Learning on Adults’ Ability to Use Storytelling for Knowledge Sharing

Abstract

The study will examine the impact of adult learning on adults’ ability to use storytelling for knowledge sharing. Adult learning provides opportunities for adults to acquire practical communication competencies that can support the preservation, exchange, and application of knowledge within different social and learning environments. Storytelling is a communication approach through which experiences, information, values, skills, and lessons can be conveyed through organized narratives. However, some adults may have limited knowledge and confidence in using storytelling effectively for knowledge sharing. The study will therefore investigate how adult learning can enhance adults’ ability to use storytelling as a practical means of communicating and transferring knowledge. Adult learning recognizes adults’ previous experiences, interests, needs, and existing knowledge as important resources in the learning process. Through relevant learning activities, adults can develop skills in selecting appropriate stories, organizing narrative content, identifying key messages, and presenting experiences in ways that are meaningful to particular audiences. Discussions, storytelling demonstrations, group activities, experience-sharing sessions, and practical exercises can provide opportunities for adults to develop their storytelling abilities. Such learning experiences can also encourage adults to connect personal experiences with broader educational and community knowledge. The ability to use storytelling for knowledge sharing involves competencies such as identifying relevant experiences, structuring narratives, communicating ideas clearly, maintaining audience interest, and relating stories to specific learning objectives or practical lessons. Adults who possess these abilities can use storytelling to share cultural knowledge, workplace experiences, community information, practical skills, and personal lessons. Adult learning can strengthen these competencies by providing opportunities for participants to practise storytelling, receive feedback, and develop greater confidence in communicating knowledge through narrative forms. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate practical assessment designed to measure participants’ ability to use storytelling for knowledge sharing. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the impact of adult learning on adults’ ability to use storytelling for knowledge sharing. The study is expected to establish that adult learning has a positive impact on adults’ ability to use storytelling for knowledge sharing. It is anticipated that adults who participate in relevant learning experiences will demonstrate improved ability to organize narratives, communicate key messages, relate experiences to learning objectives, and engage intended audiences. The study may also establish that participatory learning activities and experience-sharing exercises provide adults with valuable opportunities to develop confidence and competence in using storytelling as a knowledge-sharing approach. The findings are expected to have implications for Adult Education practitioners, facilitators, and programme developers. Adult Education programmes may incorporate structured storytelling activities that allow learners to share experiences, explain practical knowledge, and communicate lessons from their communities and workplaces. Facilitators can use guided storytelling, peer feedback, group discussions, and reflective activities to strengthen participants’ communication abilities. Such approaches can make adult learning more participatory while supporting the transfer of knowledge between individuals and across generations. The study will be significant to adult learners, Adult Education practitioners, community organizations, workplaces, and other stakeholders interested in effective knowledge sharing. It is recommended that Adult Education programmes provide adults with opportunities to develop storytelling competencies and apply them to educational, community, cultural, and workplace situations. The study will conclude that strengthening adult learning experiences can improve adults’ ability to use storytelling effectively for knowledge sharing and can support the preservation, communication, and practical application of valuable knowledge.

Keywords: Adult learning, storytelling, knowledge sharing, adult learners, narrative communication, communication skills, experiential learning, knowledge transfer, oral communication, experience sharing, narrative skills, participatory learning, community knowledge, cultural knowledge, reflective learning