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Adult learners’ perceptions of classroom environment in Estonia and other European
countries: the effects on learning confidence and satisfaction
The aim of the paper is to study differences in classroom environment perceptions in Estonia
with comparison to other European countries. Previously it has been found that classroom
perception is one of most significant factors influencing adult learning experience. My
objective here is to reveal in further detail which classroom environment aspects are perceived
by adult learners in higher education more positively and which of those aspects relate more
strongly to confidence in completing studies and satisfaction with learning process and
outcomes. Classroom environment, learning satisfaction and completion of studies are one
significant indicators of the quality of educational system. Most classroom environment or
climate studies focus on traditional learners, yet supportive learning environment is important
for non-traditional or adult learners too. For measurement of classroom environment I apply
Adult Classroom Environment Scale (ACES) developed by Darkenwald and Valentine
(1986); and for confidence and satisfaction Keller’s (1987) Attitude, Relevance, Confidence
and Satisfaction (ARCS) model of motivation. Results indicate that adult learners in Estonia
express positive perception of classroom environment, this holds in comparison to other
European countries too. Thus Estonian adult learners experience affiliation with fellow
learners and instructors, they perceive teachers to be supportive and they feel being involved
in the learning process and acknowledge studies as task oriented. However, adults are less
positive regarding their potential for personal goal attainment. Here Estonian adult students
are even somewhat more critical than learners in other countries. In case of studies and work
being connected, learners tend to state getting more from courses, they also have better
understanding of why they learn and how to implement this knowledge. Hence detachment of
studies and work makes it difficult to identify with the profession or study subject. Results
also show that in Estonia and other former Soviet Union countries classroom environment has
greater influence on how confident adult learners feel in completing studies. Classroom
environment has even greater impact on learning satisfaction, but here Estonia is more similar
to other European countries. Depending on their learning stages, adult learners might need
different approaches: in the beginning of studies more supportive and thus teacher-centred
learning environment and in later stages more independent, learner-centred environment.
Thus adult learning environment should offer flexible ways if instruction and learning that
meet various needs of adult learners. Inviting, supportive learning environment that enables
diverse development could be one mechanism to increase adult learning accessibility.
References
Darkenwald, G. G., and Valentine, T., (1986). Measuring the social environment of adult
education classrooms. Paper presented at the Adult Education Research Conference,
Syracuse, NY.
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and
instruction, 26(8), 1-7.