'Here's me writing code' Digital skills and the transformation of learning identity in non-traditional college students

This paper reviews and investigates the concept of self-identity among non-traditional adult students in digital and computer courses. Frameworks for theorizing identity are introduced and the connections between identity,... [ view full abstract ]

This paper reviews and investigates the concept of self-identity among non-traditional adult students in digital and computer courses. Frameworks for theorizing identity are introduced and the connections between identity, learning and the fluidity of the modern world are discussed. For the purposes of this research, non-traditional is taken as students with significant life experience in workplace, community or family contexts prior to entering college. Six mature college students at advanced stages of their courses were interviewed in relation to their approach to learning and the experience of acquiring skills associated with new technology. A preliminary analysis is presented here. The quote in the title captures the sense of otherness experienced by in this case, a woman in her fifties in a class predominantly made up of twenty-year-old males. The research highlights the often overlooked but significant relationship between ‘learning identity’ and attitude and disposition to use of technology, self-direct study and participation in class.  The interviews reveal learning identity as made up of three components or layers with an on-going dynamic between these layers. The layers are named as ‘self-concept’, ‘personal learning theory’ and ‘participation in learning’. All of these evolve and change when a person engages in significant learning such as a college course; these changes are substantial and noticeable. Insights from this work has implications for our understanding of student engagement and participation, design of classroom activities, and use of technology to enhance learning in college contexts.