In this feature we take a closer look at two of the supports to learner persistence that the
NSCALL study explored to see how they link to the Self-Management and Self-Direction
learning outcome, Become a Self-Directed Learner. The first support is awareness and
management of the positive and negative forces that help or hinder persistence. These
forces are constantly acting on and influencing learners – from the time they begin the
program until the time they leave. It is the job of the program to help learners strengthen
the positive forces and lessen the negative ones.

Force Field Analysis

We used the idea of the force field analysis to explore in a general way how learners
thought about positive and negative forces. Specifically we wanted to know how these
forces moved learners towards their goals and how they led them away. Because of
various constraints, we chose to use a written questionnaire rather than a personal
interview format. In keeping with this format, we asked learners about the positive and
negative influences on their attendance and progress. This was familiar territory and we
hoped this direct approach would elicit a greater number of responses. Sixty learners,
classified as current attenders or learners who had been in the program for at least a
month, completed the questionnaire. Most were in Level 4 Communications and needed
very little direction or assistance with the questionnaire. Only one learner did not
complete the questions related to attendance and progress. Judging from the overall
response, the variety of responses and the time it took to complete the questionnaire, it
is probable that most learners at this level would have little difficulty identifying the forces
that enhance or inhibit their success. Learning to manage them of course is a much
greater challenge.