Misconceptions About the Adult Learner By Joseph Spero

Misconceptions About the Adult Learner By: Joseph Spero EDU 643: Teaching the Adult Learner Post University Inc.

Andragogy • • A theory developed by Malcolm. Andragogy is often called learner-focused education. We understand the way adult students learn and follow the six andragogical assumptions identified by Knowles et al. (2011). These include: • -Adults need to see learning in a meaningful context and understand how it will be helpful to them. • -Adults need to be guided as self-directed learners. • -Adults bring many diverse experiences with them; they can provide their own rich source of learning. • -Adults must be ready to learn. That readiness to learn comes from an understanding of how the learning will help them in the real world. • -The adult orientation to learning is life-centered. They are motivated to learn to the extent that they see the learning will help them perform tasks or solve problems.

The Barriers • Adult learners face significantly different challenges to completing an education program than students who enroll in college immediately after high school • A 1998 study by Mathematica Policy Research found four consistent and powerful barriers to further education for working adults (Silva et al. 1998): 1. The lack of time to pursue education; 2. Family responsibilities; 3. The scheduling of course time and place; 4. The cost of educational courses.

Misconception #1: Adults Cannot Adapt Today’s adults need higher levels of academic and technical knowledge to remain employable in an information and service economy characterized by frequent job and career change. The vast majority of adult learners are financially independent, work part time or full time, have dependents, and must juggle many responsibilities with school. Technology-based instruction will be more effective if it uses reallife examples or situations that adult learners may encounter in their life or on the job

Misconception #2: Adults Cannot Learn in Different Ways Concrete Experience - Real Life Examples - Videos - Shadowing and Observation of Practice - Simulations and Applied Games - First Person Readings Abstract Conceptualization -Presentations - Articles - Research - Models and Analogies - Theory Behind Best Practices Reflective Observation -Personal Logs - Journals - Discussion - Brainstorming - Critical Reflection Questions Active Experimentation -Teamwork with Specific Tasks - Projects - Homework - Case Study - Role Playing

Misconception #3: Adults Cannot Learn in a Self-Directed Manner • Individuals take initiative and responsibility for learning • Individuals select, manage, and assess their own learning activities • Motivation and volition are critical • Independence in setting goals AND defining what is worthwhile to learn. • Teachers provide scaffolding, mentoring, advising.

Conclusion • Much can be learned from existing program’s experiences with various modes of distance learning, prior learning assessment, and intensive courses • Faculty can play an important role as change agents in creating supportive learning environments for adult learners both by incorporating theory and research on adult learners into their own classrooms and by advocating for adultoriented programs and services on their campuses • The design and delivery of these programs are key to successful undergraduate experiences for adult students.

Works Cited • Fidishun, Dolores (1998), Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology, Penn State Abington College. p. 1 -6 • Flint, Thomas A. & Associates. (1999). Best Practices in Adult Learning: A CAEL/APQC Benchmarking Study. New York: Forbes Custom Publishing. • Hoyt, Howell, Touchet, Young, & Wygant (2010) Enhancing Nontraditional Student Learning Outcomes in Higher Education, PAACE Journal of Lifelong Learning, Vol. 19, 2010, 23 37 • Knowles, M. S. , Holton, E. F. & Swanson, R. A. (2011) The Adult Learner. Oxford, UK: Elsevier. • Lohman, M. C. (Fall 2003). Environmental Inhibitors to informal learning in the workplace: A Case Study of Public School Teachers. Adult Education Quarterly. • Malone, Sam (2014) Characteristics of Adult Learners, Training & Development (1839 -8561). Dec 2014, Vol. 41 Issue 6, p 10 -13. 4 p. • Ross-Gordon, Jovita (2011), Research on Adult Learners: Supporting the Needs of a Student Population that Is No Longer Nontraditional, aacu. org/peerreview • Van. Brisen, Jeanne (2015) Self-Direct Learning, Carnegie Mellon University