Formal, non-formal and informal learning all fall under the concept of lifelong learning. These refer to different contexts, processes and outcomes of learning. TV-watching, for instance, can be a learning context promoting both transformative learning and identity development. Many adults were enthusiastic about watching the Norwegian TV youth series “Skam” (Shame), which was originally intended for youths between the ages of 15 to 16. We found it interesting that adults watched the series and wanted to find out what and how adults can learn from watching an entertainment program on TV, through a qualitative study. Seven adult informants aged between 30 and 55 years participated in the study. All of them watched the first seasons of “Skam” on TV. The analysis is structured around Illeris’ three-dimensional learning model. When adults watch something recognizable and emotionally engaging on TV, they can learn because their interest and motivation increases. The increased insight and awareness in form of a transformative learning process can lead to both identity development and attitudinal changes in adults. The best learning outcomes for adults appear through communication and reflection with others about what they have seen.
| Published in | International Journal of Education, Culture and Society (Volume 4, Issue 6) |
| DOI | 10.11648/j.ijecs.20190406.13 |
| Page(s) | 111-119 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
Informal Learning, Adult Learning, TV Series, Transformative Learning, Identity, Dimensions of Learning
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APA Style
Jannike Vik, Christin Tønseth. (2019). Dimensions of Learning: Adults Watching the Youth TV Series “Skam”. International Journal of Education, Culture and Society, 4(6), 111-119. https://doi.org/10.11648/j.ijecs.20190406.13
ACS Style
Jannike Vik; Christin Tønseth. Dimensions of Learning: Adults Watching the Youth TV Series “Skam”. Int. J. Educ. Cult. Soc. 2019, 4(6), 111-119. doi: 10.11648/j.ijecs.20190406.13
AMA Style
Jannike Vik, Christin Tønseth. Dimensions of Learning: Adults Watching the Youth TV Series “Skam”. Int J Educ Cult Soc. 2019;4(6):111-119. doi: 10.11648/j.ijecs.20190406.13
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Download@article{10.11648/j.ijecs.20190406.13,
author = {Jannike Vik and Christin Tønseth},
title = {Dimensions of Learning: Adults Watching the Youth TV Series “Skam”},
journal = {International Journal of Education, Culture and Society},
volume = {4},
number = {6},
pages = {111-119},
doi = {10.11648/j.ijecs.20190406.13},
url = {https://doi.org/10.11648/j.ijecs.20190406.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20190406.13},
abstract = {Formal, non-formal and informal learning all fall under the concept of lifelong learning. These refer to different contexts, processes and outcomes of learning. TV-watching, for instance, can be a learning context promoting both transformative learning and identity development. Many adults were enthusiastic about watching the Norwegian TV youth series “Skam” (Shame), which was originally intended for youths between the ages of 15 to 16. We found it interesting that adults watched the series and wanted to find out what and how adults can learn from watching an entertainment program on TV, through a qualitative study. Seven adult informants aged between 30 and 55 years participated in the study. All of them watched the first seasons of “Skam” on TV. The analysis is structured around Illeris’ three-dimensional learning model. When adults watch something recognizable and emotionally engaging on TV, they can learn because their interest and motivation increases. The increased insight and awareness in form of a transformative learning process can lead to both identity development and attitudinal changes in adults. The best learning outcomes for adults appear through communication and reflection with others about what they have seen.},
year = {2019}
}
TY - JOUR T1 - Dimensions of Learning: Adults Watching the Youth TV Series “Skam” AU - Jannike Vik AU - Christin Tønseth Y1 - 2019/12/11 PY - 2019 N1 - https://doi.org/10.11648/j.ijecs.20190406.13 DO - 10.11648/j.ijecs.20190406.13 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 111 EP - 119 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20190406.13 AB - Formal, non-formal and informal learning all fall under the concept of lifelong learning. These refer to different contexts, processes and outcomes of learning. TV-watching, for instance, can be a learning context promoting both transformative learning and identity development. Many adults were enthusiastic about watching the Norwegian TV youth series “Skam” (Shame), which was originally intended for youths between the ages of 15 to 16. We found it interesting that adults watched the series and wanted to find out what and how adults can learn from watching an entertainment program on TV, through a qualitative study. Seven adult informants aged between 30 and 55 years participated in the study. All of them watched the first seasons of “Skam” on TV. The analysis is structured around Illeris’ three-dimensional learning model. When adults watch something recognizable and emotionally engaging on TV, they can learn because their interest and motivation increases. The increased insight and awareness in form of a transformative learning process can lead to both identity development and attitudinal changes in adults. The best learning outcomes for adults appear through communication and reflection with others about what they have seen. VL - 4 IS - 6 ER -
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