Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21^st century learning management

ABSTRACT

Background

“21^st century learning” is reliant on not only cognitive competencies such as problem-solving, but also interpersonal (e.g., collaboration) and intrapersonal (e.g., self-regulation) competencies. Building on research in K-12/undergraduate contexts, we investigated cognitive, interpersonal, and intrapersonal learning tactics in a sample of working adults.

Method

We conducted 75 interviews with adults in an online Master’s in Computer Science (CS) program. We used thematic analysis to organize participants’ learning tactics into five key strategies and interpreted strategy/tactic use in the context of a well-known 21^st century learning framework.

Findings

Interpersonal tactics were perceived as critical across domains, while the relative salience of intrapersonal and cognitive tactics differed depending on the nature of the task. This highlights: (1) critical differences between effective strategies for managing learning itself versus non-learning demands and (2) the value of “making space” for learning alongside other domains of adult life (e.g., work/family).

Contributions

We differentiate between tactics employed to master course content (e.g., via educational technology) and those facilitating the development of a supportive learning environment (e.g., via regulation of resources across domains and over time), show utility of the 21^st century learning framework for working adults in CS, and discuss issues of identity and learning management.

Acknowledgments

We would like to thank Dr. Corey Tatel and Dr. Isabel Ruthotto for their work (completed while both were PhD students at the Georgia Institute of Technology) conducting and coding the interviews discussed in this study, as well as all the participants who generously gave their time.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval

This research and its associated informed consent form was pre-approved by the Georgia Institute of Technology Institutional Review Board, protocol No. H17076.

Additional information

Funding

This work was supported by the Alfred P. Sloan Foundation, Grant No. 2019–12499.