Abstract
This study aims to explore the learning difficulties of middle-aged college students and how they overcome their difficulties in the LiFE project. To achieve this research purpose, 16 middle-aged students and graduates from four-year universities across the country who were participating in the LiFE project as of 2021 were selected to conduct 1:1 interviews, both non-face-to-face or face-to-face. Using a constant comparison method, data generated through interviews was analyzed. As a result, 5 upper categories(‘initial difficulty due to the learning context in the past’, ‘difficulty due to the life cycle’, ‘difficulty due to middle-aged in LiFE project’, ‘difficulty due to work (including housework)’, and ‘difficulty due to COVID-19’) and 16 subcategories were derived as the academic difficulties experienced by middle-aged college students. Furthermore, 2 upper categories(‘internal methods of learners’, ‘external methods of learners’) and 8 subcategories were derived as ways for overcoming their academic difficulties. Based on these results, implications for higher education to better support middle-aged learners and follow-up studies were suggested.
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