1. REMEDYING COMMON MISCONCEPTIONS ABOUT ADULT LEARNERS IN HIGHER EDUCATION EMILY WHITEHOUSE EDU 643- TEACHING THE ADULT LEARNER DR. DANA WILKIE

2. RISE OF ADULT LEARNERS IN HIGHER ED Statistics show that as recently as 2012, adult learners represented 33% of higher education students” (Kasworm, 2012, p.3). Higher education is not just for ‘traditional students’, and the adult learner presence is not expected to stop anytime soon. Kasworm (2012) states that “national projections to 2019 suggest a rise of 23 percent in enrollments of students 25 and over” (p. 2).

3. COMMON MISCONCEPTION #1 ADULTS ARE STAGNANT AND COMPLACENT IN THEIR DEVELOPMENT AND LEARNING. There has been a “culturally endorsed notion” about the stagnation of learning as one ages and this “tends to reinforce prevailing myths about retirement and aging as processes of withdrawal and decline” (Merriam et.al, 2007, p.9).

4. REMEDYING MISCONCEPTION #1 Periods of transition can be highly motivating to adult learners. Adult learners have rich life and work experiences which they can add to their ‘classroom’ learning. Example: Erik Eickson’s Model of Psychosocial Development, “consists of eight stages of development, each representing a series of crises or issues to be dealt with over the life span” (Merriam et.al, 2007, p.306). As with marriage, divorce, childbirth, career changes, demotions, promotions, death and many other life-altering factors, “transition is not a punctual, well-localized event but rather an everyday event” (Fragoso et.al., 2013, p. 3).

5. COMMON MISCONCEPTION #2 ADULTS WILL ALLOW BARRIERS TO DETER THEM FROM PURSUING THEIR EDUCATION. Family and career obligations can derail many adult learners with some literature also suggesting that these barriers can create “difficulties in managing both their time and academic work”, resulting in “a prevailing feeling of guilt” and “a feeling of failure” (Fragoso et.al, 2013, p.8).

6. REMEDYING MISCONCEPTION #2 With the right conditions, personal motivation, and some careful research, adult learners can find a program to fit their needs. Many colleges and universities have addressed key issues such as a lack of time or access; investing in online, hybrid, and night and weekend programming that caters to the busy schedules of adult learners. Universities can meet these objections head on “by offering degree programs that can be completed partially or entirely online, institutions help to reduce barriers of time and finances” (Gast, 2013, p.19).

7. COMMON MISCONCEPTION #3 ADULTS NEED IN-PERSON INSTRUCTION TO BE SUCCESSFUL STUDENTS. This misconception causes those in higher education to think of adult learners as burdensome, constantly needing to have their hand held because they have been out of school for an extended period of time.

8. REMEDYING MISCONCEPTION #3 Advancements in technology “allows adult learners who have employment, family, and/or other responsibilities to update knowledge and skills related to their job by saving travel costs and allowing a flexible schedule” (Park and Choi, 2009, p.207). According to Merriam et.al. (2007), “adult education has responded to this computerization of our world by offering courses- courses where we can learn this technology so that we can better function in our digital environment” (p.6). Allowing opportunities for self-directed learning shows respect for adult learners’ time and wealth of experiences and puts the learner in the driver’s seat. By providing adult learners with ways to access their coursework without the constraints of time, a major barrier is eliminated so that the adult student has an opportunity to participate.

9. HIGHER ED: ADMINISTRATIVE CONSIDERATIONS About misconceptions: “this mindset ignores the exciting possibilities for personal growth and societal contributions among older members of the population (Merriam et.al., 2007, p.9). In summary universities should: 1. Welcome and celebrate adult learners who are motivated to learn for a number of reasons. They are entering with lots of rich life experiences to share! 2. Invest in online and hybrid programs to help time-strapped adults to pursue their education. Eliminate barriers such as time and location, provide support when needed, and watch them thrive! 3. Allow opportunities for self-directed learning and let technology improve accessibility as a resource in traditional campus settings and in online formats. Actively listening to wants and needs of this growing population, and responding accordingly is a great first step in supporting the large (and increasing) population of adult students!

10. REFERENCES Fragoso, A. (2013). The Transition of Mature Students to Higher Education: Challenging Traditional Concepts?. Studies In The Education Of Adults, 45(1), 67-81. Gast, A. (2013). Current Trends in Adult Degree Programs: How Public Universities Respond to the Needs of Adult Learners. New Directions For Adult And Continuing Education, (140), 17-25. Kasworm, C. E. (2012). US adult higher education: One context of lifelong learning. International Journal Of Continuing Education & Lifelong Learning, 5(1), 1-19. Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. Park, J., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217. Smith, T. (2015) Self-Directed Learning. Self-Directed Learning—Research Starters Foundation, 1-6. Stoica, I. (2015). Adult Learning Theory. Research Starters: Education (Online Education).