AAACE 2021 Annual Conference

Methodology, volunteering, informal learning

This article is a methodological reflection of a mixed-methods study that explored the informal and incidental learning of volunteer teachers in adult ESL programs. It discusses the challenges that arose throughout the process of research design, participant recruitment, data collection, data analysis, and dissemination of research findings.

Adult ESL is a field where “full-time positions are rare, resources are scarce, and turnover is high” (Crandall, 1993, p. 497). Volunteers represent over 80% of the staff that work in community-based organizations (Tamassia et al., 2007). This article is a methodological reflection of a mixed-methods study that explored the informal and incidental learning experiences of volunteers in adult ESL programs. The challenge of researching informal and incidental learning is to capture a learning process that many people may not define as learning at all (McGivney, 2006). It might be even harder for the volunteer population because of volunteer work’s emphasis on providing services. This article discusses the methodological challenges that arose throughout the study, including designing appropriate instruments, gaining access to organizations and populations, data collection, and dissemination of research findings. Lastly, it provides methodological recommendations to researchers who are engaged in informal learning and adult ESL volunteer research.