Abstract
This study seeks to understand how adult learning takes place in homestay programme at Kanchong Darat, Banting, and Selangor in Malaysia. The study seeks to provide an overview evaluation and some salient lessons that could be derived in providing quality homestay services to learners. More so, the study succinctly covers socio-cultural issues in the homestay environment, such as the general services, and policy governing the programme. Furthermore, the study looks at the qualification requirements for participation in the homestay programme. It also apprised readers on how adult learning has changed dramatically over the years through self-directed knowledge and skills acquisition in the homestay arrangement. In addition, the study brings to fore some issues and challenges that the operators and learners encounter in homestay programme in Malaysia. The study indicated that adult learners in homestay programme arrangement learn through their experiences, and are mostly self-directed in learning. Questionnaires, interview, and observation were used in the study.
Highlights
Adult learners enrol in learning activities through varying channels that are meaningful to them
Referring to the learning process experienced by adults in the homestay programme, this study focuses on the traditional learning theory of Behaviourist and Knud Illeris (2003) “Three Dimensions of Learning Model”
This study has found that both Behaviourist approach and Three Dimension Model are most suited in relation with adult participation in the homestay programme
Summary
Adult learners enrol in learning activities through varying channels that are meaningful to them. One of the key vital supports that enhance adult learning is having an effective learning environment that provides for both adult’s physical and psychological needs. This kind of learning environment will enable a successful partnership among learners and instructors (Imel, 1994). The homestay programme is a potential tourism sector that could attract people of diverse cultural background, since there is a market demand by the international visitors (Richardson, 2003). As a part of learning, homestay programme is characterised by the increasing demand of knowledge through observing, learning the customs and norms of the host community. Students who study overseas often participate in homestay programme, and learn numerous things in the cause of doing that (Learning and Teaching Support Network, 2004)
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