Learning from Reflection: Practitioners as Adult Learners

Although all learning in higher education is considered adult learning, there are characteristics of practitioners returning to formal education that sets this group aside. This paper looks at these characteristics as exemplified in a reflective journal - maintained as a component of a course in RE, taught in a Studio Learning environment. The results of student reflection shows that while, unlike school leavers, the motivation and will to succeed can transcend every obstacle, adult learners´ approaches to study can impinge on their learning.