Page 15 - IJPS-9-3

International Journal of
Population Studies Barriers to learning at a U3A in Lebanon

much information, nor was their “curiosity ignited’ to 5.2. Barriers: Interactions involving learners
further read up on an issue discussed in the classroom on Barriers did not only result from (inter)actions among
their return home. While Antar stressed that the type of learners, teachers, and administrators but also interactions
education being offered to him serves his primary goal involving learners. Hence, this study identified the
of socializing through learning instead of the “actual second theme of barriers engendered by (un)intended
learning programs,” Joumana confessed to adjusting her consequences that originate in the (inter)actions involving
expectations from learning at the U3A and claimed that mainly learners with other learners. These barriers included
despite the benefits, it falls short of “education in the real unwillingness or inability to socialize and the overlapping
sense.” attitudes of social bias and prejudice.
Concerns were raised regarding classroom instruction Learners’ (inter)actions, or the lack thereof, although
over and above curricula issues. Most informants voiced favorable in principle, may also have a darker side. They
several problems concerning teachers and their teaching may be detrimental to the social experience at the U3A as
methods. One grievance is that teachers’ relatively informants reported difficulties forming friendships with
young life experience was perceived as problematic and fellow learners for different reasons. On the one hand,
insufficient to intrigue much more life-experienced older some learners were not interested in socializing in general,
learners. Antar was very critical of younger teachers at and on the other hand, some learners at the U3A socially
the U3A. According to him, despite the commendable distanced themselves from their colleagues. Antar, whose
academic knowledge they possess, their life experience goal at the U3A was chiefly academic, was not interested
does not necessarily impress him and is hard to relate to, as in the social aspects of learning there. A second obstacle
younger teachers seem to lack the “life dimension” deemed to forming social bonds incurred from attending different
necessary to inspire older learners: classes at different times. Christine noted that members
At least [teachers] must have some life experience. she liked and wanted to befriend did not attend the same
Not someone who has not been married, for example, classes as her. A third difficulty in making friends was
does not have children, never got divorced, does not related to cliques among the U3A members, as informants
have a mortgage, you need somebody to give you a life testified to impenetrable groups of friends. Maria reported
dimension concerning the material in context for it to that some members are part of long-lasting groups of
make sense. (Antar) friends and distant family members, which restricted her
Teachers’ instructional techniques also resulted access to them. Nour called these groups “an ongoing
in a range of objections. For informants, teaching classer union of university alumni,” for they consist of
methodologies and practices are central to the learning returning students who once upon a time studied at the
experience since they “can make or break a session” (Antar), U3A host university. In addition, some participants
and they cited “boring teaching methods” (Samsoum) as described their relationships with other U3A members as
a significant deterrent to their learning experience since mere “classmates” or “study comrades” rather than friends.
it causes them to lose interest. Although grateful for the This perception is partially due to a decision to refrain
teachers’ voluntary work at the U3A, Joumana added that from investing in forging friendships at the U3A against
their instructional techniques were sometimes mediocre. the backdrop of possible social detachment and aloofness
Together with Samsoum and Antar, she experienced much amongst the learning community.
boredom due to teachers’ instructional methods and More covert dynamics than an apparent unwillingness
referred to techniques that often fail to reflect a logical flow to socialize reveal social bias and prejudice, consequently
of ideas since many teachers are not necessarily “organized influencing the social experience at the U3A and structuring
in their thoughts.” In agreement, Christine remarked that additional barriers. Social bias materialized in the (inter)
some teachers “hop illogically from one step to the other, actions of some older learners who seemingly avoid
especially during practical demonstrations,” and protested socializing with other learners based on their background,
about most teachers’ “mediocre” classroom management opinions, or for finding some learners to be “annoying.”
skills. Four participants reported experiencing first- and second-

In summary, when considering the (un)intended hand instances of social bias and prejudice that were
consequences that originate in institutional agents’ (inter) based, in their opinion, on presumed sexual orientation,
actions involving learners, teachers, and administrators, religious beliefs, socio-cultural background, and simpled is
informants reported several barriers grouped into enchantment. For instance, Joumana shared her annoyance
accessibility, class protocol, the language of instruction, at a classmate for asking too many questions, which, in her
curricula, and teachers and teaching methodologies. view, were unnecessary. Even though she confessed that

Volume 9 Issue 3 (2023) 9 https://doi.org/10.36922/ijps.375