Teaching the Adult Learner Misconceptions New Understandings and

Teaching the Adult Learner Misconceptions, New Understandings, and New Understandings in Practice Elizabeth G. Laird Academic Planning and Resource Specialist June 20, 2015 Post University EDU 643 Professor Gregory Nayor

MISCONCEPTION: Brainpower, ability to learn, and intellectual functioning decline sharply as one ages. NEW UNDERSTANDING: Ø Mental abilities gradually improve until 40 and stabilize until 60 (Schaie, 1994). Ø Stimulating experiences influence cognitive functioning and are associated with better cognitive functioning (Brewster, et al, 2014). Ø Prior knowledge and life experiences support superior reasoning and judgment abilities in older adults (Crawford, 2004).

Application of New Understanding in Adult Learning: Intellectual functioning does not necessarily decline as one ages Ø Encourage formal and informal educational programs, which help to maintain intellectual functioning (Merriam, Caffarella, and Baumgartner, 2007). Ø Encourage occupational pursuits that involve high complexity, which leads to high level of intellectual functioning (Schaie, 1994). Ø Encourage reading, travel, and participation in clubs and professional associations, which help maintain high levels of functioning (Schaie, 1994).

MISCONCEPTION: Older adults are resistant to using computers and have difficulty with today’s technology. NEW UNDERSTANDING: Ø 86% of adults 30 -49 use computers, and 90% use the internet or email (Pew Research Center, 2014). Ø 84% of adults 50 -64 use computers, and 86% use the internet or email (Pew Research Center, 2014). Ø Not as quick as younger counterparts in learning new technology, but commitment to learn is stronger (Githens, 2007).

Application of New Understanding in Adult Learning: Many older adults are comfortable with computers and today’s technology Ø Not all learners are tech-savvy - examine use of classroom technology to make sure it is yielding superior results (Le. Noue, Hall, & Eighmy, 2011). Ø Course design should mix formal, informal, and information-based models of learning (Le. Noue, Hall, & Eighmy, 2011). Ø Offer workshops on computer usage and technology, which encourage exploration, rather than avoidance (Sivakumaran & Lux, 2011).

MISCONCEPTION: Multi-generational classrooms do not impact individual adult learners. NEW UNDERSTANDING: Ø Every generation is unique, has unique values, and learns differently (Wilson, n. d. ). Ø Baby Boomers – born between 1943 and 1960 Ø Generation Xers – born between 1961 and 1981 Ø Millennials – born between 1982 and 2003 Ø Adult learners have traits and preferences that are quite different than their younger counterparts (Schwartz, n. d. ).

Application of New Understanding in Adult Learning: Generational differences in the classroom DO impact individual adult learners Ø Teaching style should be helpful, relaxed, enthusiastic, and easy-going (Schwartz, n. d. ). Ø Identify generational mix through questions about values, motivators, and life experiences (Wilson, n. d. ). Ø Discuss differences and similarities between generational groups (Schwartz, n. d. ). Ø Small, multi-generational groups provide younger students with the opportunity to discuss their thoughts and ideas (Schwartz, n. d. ).

Final Thoughts on Teaching the Adult Learner Ø Each adult learner is unique and has unique ways of thinking and learning. Ø Adult learners should not be lumped into one group. Ø Lifelong learning can continue well into old-age – adopt strategies that take into consideration how adults learn to provide an enjoyable learning experience. Questions?

Brewster, P. W. , Marquine, M. J. , Mac. Kay-Brandt, A. , Melrose, R. J. , Johnson, J. K. , Napoles, A. , Farias, S. , Reed, B. , & Mungas, D. (2014). Life experience and demographic influences on cognitive function in older adults. Neuropsychology, 28(6), 846 -858. Crawford, D. L. (2004). The role of aging in adult learning: Implications for instructors in higher education. Retrieved from http: //education. jhu. edu/PD/newhorizons/lifelonglearning/higher-education/implications/ Githens, R. P. (2007). Older adults and e-learning: Opportunities and barriers. The Quarterly Review of Distance Education, 8(4), 329 -338. Jesnek, L. M. (2012). Empowering the non-traditional college student and bridging the “digital divide. ” Contemporary Issues in Education Research, 5(1), 1 -8. Le. Noue, M. , Hall, T. , & Eighmy, M. A. (2011). Adult education and the social media revolution. Adult Learning, 22(2), 4 -12. Merriam, S. B. , Caffarella, R. S. , & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass. Pew Research Center. (2014). Internet and American Life Project. [Data file]. Retrieved from http: //www. pewinternet. org/datasets/january-2014 -25 th-anniversary-of-the-web-omnibus/ Schaie, K. W. (1994). The course of adult intellectual development. American Psychologist, 49(4), 304 -313. Schwartz, M. (n. d. ). Teaching in mixed-age classrooms. The Learning and Teaching Office. Retrieved from http: //www. ryerson. ca/content/dam/IT/resources/handouts/mixed_age_classrooms. pdf Sivakumaran, T. , & Lux, A. C. (2011). Overcoming computer anxiety: A three-step process for adult learners. US-China Education Review, 155 -161. Wilson, E. C. (n. d. ). Instruction methodology for multi-generational classrooms. Keiser University Alumni Association. Retrieved from http: //alumni. keiseruniversity. edu/? p=2516