Adult Learning Misconceptions Presented by Deborah Crowley EDU 643 - Teaching the Adult Learner Dr. Nayor It is important for educators in higher education institution to understand the unique and often times challenging aspects of educating the adult learner (Merriam, Baumgartner and Caffarella, 2007). There are distinguishing characteristics of the adult learning process that differentiates adult education from other levels of education (Merriam, et al., 2007).

Andragogy and Pedagogy Andragogy is the study of the adult learner and is the art and science of helping adults learn (Merriam, et al., 2007). Pedagogy refers to the study, art and science of teaching a child.

An American born educator and founder of andragogy Father of Andragogy Malcolm Knowles An American born educator and founder of andragogy August 24,1913 – November 27,1997 Malcolm Knowles is the father of andragogy.  His theories originated in the 1960’s, are the most well known and are still used today (Merriam, et al., 2007).  Knowles’ theory proposed five factors that involve adult learning.  It is important that educators of adult learners understand the unique differences between teaching in an adult setting as opposed to an pedagogy setting or children. 

Knowles’ Five Assumptions 1) Independent and self-directed 2) Reservoir of life experience 3) Learning Relevance 4) Immediate Application 5) Intrinsically Motivated These five assumptions are what differentiates the adult learner from a child.  The adult learner is independent and can direct his or her own learning.  The adult learner has gained a reservoir of life experience and it is a rich resource for learning (and sharing)!  To the adult learner it is important that what is being learned is relevant and applicable.  There should be a degree of value and importance to social, personal or global initiatives that the adult learner can immediately apply to a career or for specific personal growth.  Finally, the adult learner is motivated to learn by internal rather than external factors.

Adult Learning Misconceptions Who is the adult learner? Generation Gap Worldview Impact The concepts of adult learning have several characteristics that initially can be misconceiving.  First, is the definition of the adult learner or the non-traditional student, who exactly is this student and what are the demographics of this population.  The second misconception is the challenges the adult learner encounter today, as compared to the previous generations.  Why this generation gap exists and the value of it for the college classroom.  Finally is the misconception of the influences an adult learner's worldview or experiences have inside a classroom and the ways in which it affects learning as well as the ways in which the views and experiences can be beneficial in learning.

The Adult Learner Defined by Circumstances Employed – full or part time Family Obligations Married Children Living off campus The new post-secondary student or adult learner is defined more by circumstances than demographics.  Age is a factor and typically the adult learner is older than the traditional student of 18-25 years.  The adult learner is often times older but more importantly is faced with my challenges such as : working, family obligations, married, children, attending college part-time or living off campus.

Barriers for the Adult Learner It is important to understand the concepts and theories when educating the adult learner because of the barriers students face in the 21st century.  The two most common barriers prohibiting adult learners from continuing or furthering their education are time and money, followed by family obligations (Merriam, et al., 2007).   This puts an extreme amount of pressure on the adult learner since returning to college could be either to further their degree or for career advancement and employment.

Adults are not able to reach the first rung Economic Barriers Excessive barriers have created a broken latter effect in the United States Adults are not able to reach the first rung Will not be able to climb the ladder in their career These barriers have created a broken ladder affect in the United States and adults are not able to reach the first rung, let alone climb the proverbial ladder, by taking advantage of educational opportunities (Shea, 2010). The broken ladder affect is a serious problem in the United States and the workforce investment act is making a primary funding vehicle for workforce development, with a distinct alignment between the department of labor and department of education by providing funding for basic and work skills training (Shea, 2010). Some programs will assist the adult learner with affordability issues by providing grants to include child care on campus for single parents (Shea, 2010). Also providing courses for adult learners who are not prepared for college by offering remedial classes or college readiness courses to assist with technology issues and teach basic skills (Shea, 2010).

Generation Gap Pre Internet Generation vs Post Internet Generation Technology Internet Social Media Instant Gratification The generation gap is a dissimilarity that educators and adult learners now face inside a classroom. This misconception of the adult learner’s classroom environment stems not from the age difference of the students but the influence technology has had over the past two decades. Technology has affected the culture and mindset of the students and the different ways in which adults learn (Caudron, 1997).  Each generation is unique and age difference or age range, can be challenging for educators when addressing students in today’s classroom.  The misconception is that the adult learner of the post internet generation actually absorbs information differently than those students raised prior to internet, advances in technology and social media.

Learning Must Have Value Adult Learners Want to Know The Value and Why Education and Entertainment Must be Combined Technology Is the Tool – Use It The advancement and influence of technology has created a pocket full of learners who have different expectations. Younger adult students are techno literate due to growing up with the invention of the internet.  The microwave and ATM machines have resulted in the expectation of immediate gratification.  Therefore adult learners today expect answers and feedback immediately (Caudron, 1997).  Post internet generation college students do not expect to work at one company for any length of time, rather multiple companies throughout a lifetime.  Learning how to do a task therefore, is not as important as why the task needs to be learned.  The value of learning will motivate the younger adult learner, which means focusing on outcomes (Caudron, 1997).  The outcomes are more important than the actual technique so it is critical that educators not change the learning objectives but the process of delivery.  The knowledge can no longer be poured into their heads in a paternalistic format, education and entertainment must be combined!

Worldview Impact One’s Interpretation Belief Values Sense of the World Worldview is an interpretation of one’s environment that affects who we are and what we believe, which then forms values and helps one make sense of the world (Merriam, et al., 2007). It becomes a person’s identity as a human being. Psychologists such as Carl Rogers (1983) refers to worldview as a holistic approach in learning and he believes a person is influenced by what they experience (Merriam, et al., 2007).

Humanistic Psychologists Carl Rogers Abraham Maslow Psychologists such as Carl Rogers (1983) refers to worldview as a holistic approach in learning and he believes a person is influenced by what they experience (Merriam, et al., 2007). Rogers identifies specific areas that include personal involvement, self-discovery, pervasive learning, need based learning and meaningful learning (Merriam, et al., 2007). These specific areas have an impact holistically and affect a person’s worldview. Abraham Maslow is the founder of humanistic psychology and his theory of human motivation is based on his hierarchy of needs, as depicted in his famous triangle (Merriam, et al., 2007).

Experiential Learning Learning is a process – engage Learning is relearning – build Learning is social – express Learning is reflective – share Learning is holistic – encourage Learning is a part of environment - enlighten Learning is creating knowledge – continue to relearn Many of the theories or principles of teaching adults involve experiential learning. These theories take into account that the outside experiences adults have play a central role in the adults learning and development (Kolb and Kolb, 2005). The experiential learning theory of Kolb and Kolb (1984) identifies several factors: Learning is a process, therefore engagement is critical. Learning is relearning a scaffolding of knowledge, one concept learned to apply to the next. It is a thought process whereby the adult learner needs to use critical thinking and thought provoking concepts and topics should be applied. Learning requires resolution of conflicts or a comparison of beliefs and values, differences. Learning is a reflective process of ideas and concepts, not just a process of knowing facts and information. Learning is a holistic process it encompasses, feelings, perceptions and thinking which come from cognition and emotion and the environment. Learning is a byproduct of the environment and the growing reservoir of experience. And finally that learning is a process of creating knowledge and the relearning of knowledge. These theories are a holistic approach to learning and the adult development learning process (Kolb and Kolb, 2005). Most importantly though is the experiences that are gained and how this affects the overall learning process.

Credit for Prior Learning Proficiency Exams Collaboration with Corporations Partnerships with Businesses Train and Educate Students for the Workforce A college degree provides the adult learner with opportunities that are lifelong affecting personal and professional growth and development. The 21st century workforce is highly competitive creating the need for individuals to continually educate, train and acquire new skills. There is an untapped opportunity however, for institutions of higher education to give credit for prior learning (Ritt, 2008). This credit can be done through proficiency examinations. There is also a need for greater collaboration and partnership with corporations to determine the specific needs that the workforce demands in order to properly educate the students.

Conclusion Educators are faced with many challenges, a diverse group of learners in an ever changing society that is extremely influenced by technology. Additionally, since the economy has evolved into a global society, worldviews, values, and experiences have made a substantial impact inside the classroom. The importance of understanding these influences is significant in higher education in order for educators to adapt and provide the highest quality of an education to students entering the workforce.

References Caudron, S. (1997). Can generation Xers be trained? Training and Development, 51(3), 20-24. Kolb, A. & Kolb, D. (2005). Learning styles and learning spaces: Enhancing Experiential learning in higher education. Academy of Management Learning & Education (4), 193-212. Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass Ritt, E. (2008). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1-2), 12-16. Retrieved from http://alx.sagepub.com/content/19/1- 2/12.extract Shea, M. (June, 2010). How to make adult learners more successful. Retrieved from [video file] http://www.youtube.com/watch?v=xQ_cbZLyrIE