1. By David Pollitt Post University
Adult Learning
By David Pollitt Post University
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2. Introduction
Understanding the adult learner audience goes a long way to reach their best learning potential. There are misconceptions about adult learners that new information and understandings can clear up. This material discusses several of those misconceptions and sheds light on the best practices for adult learning. One of those best practices is self-directed learning. If done well, it can make a difference in turning what might be a boring learning exercise into a well-developed learning experience that gives a student the ability to remember the content and apply to the real world they live in. To better understand self-directed learning, we need to describe it, demonstrate an actual case for it, and show examples of it in action.
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Misconception One
The first misconception relates to the idea that IQ is the only gauge to intelligence with disregard for other types of adult intelligence.

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Misconception Two
There is a practice in encouraging differentiated instruction to only give learner’s choices in their assignments to increase application to different learning levels.
This approach is not only for learning levels but for approaching adult learners who must have different avenues to express expertise with different types of technology.

5. Misconception Three
Although many still believe there is definitely intelligence decline in older adults, that does not seem nearly the case This misconception was that it was “absolutely” decided about the decline in intelligence in older adults. Based on research that is not the case. Therefore, it is definitely undecided.
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6. According to Smith (2014), “Self-directed learning is a model of instruction whereby learning content is pre-determined by the instruction and students learn at their own pace to master this concept” (p. 1).

7. Student-Centered Learning Another more popular word to describe self-directed learning is spoken of in those who support differentiated instruction, and that is “student-centered” learning with the reciprocal being “teacher-centered” learning.

8. Student-Centered Learning
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Student-Centered Learning
According to Gilsten (2016), “Student-centered learning is a method of classroom education in which the needs of the students are the primary focus. This approach which is a form of self-directed learning, is different from traditional education in that teachers are the facilitators of learning rather than the leaders who choose what and how students will learn” (p. 1).

9. Behavior and Characteristics of Self-Directed Learning
One of clearest descriptions of what self-directed learning requires in behaviors and characteristics is described by Smith from Okabayashi and Torance (1984):
“To sense the relevant and important information in a task;
To access source information;
To think independently and follow instructions and rules;
To recognize and accept responsibility for one’s learning;
To self-start a task” (p. 2).
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10. Analyzing Knowle’s Description of Self-Directed Learning
Understanding self-directed learning might become clearer analyzing what Merriam, Cafferalla, and Baumgartner (2007) stated as a Knowle’s description: “Climate setting; diagnosing learning needs; formulating learning goals; identifying human and material resources for learning; choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (p. 111).
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11. The climate setting is whether it is in a classroom or online;
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What Did that Mean?
The climate setting is whether it is in a classroom or online;
The learning goals are driven by backward design with learning objectives and essential understandings Identifying human and material resources for learning relates to delivery options and accessibility to those options (smartboard, textbooks, scholarly articles, educational videos); (No picture insert here).

12. Knowle’s Tips
Implementing appropriate learning strategies are whether and how will differentiated instruction be used through learning modalities or collaborative learning teams or all of above
And evaluating learning outcomes relates to understanding whether a student has an understanding of the original learning objectives and essential understandings (what are the objectives and how do you know when they get there).

13. Describing the Chosen Field
The chosen field is in relation to leadership teamwork training for Good Shepherd College and Seminary in Kenya supporting the leadership program. (Insert a picture of Good Shepherd Here). This an online training for new leaders supporting their future growth and development. The online setting reflects collaborative learning teams using jigsaw learning techniques. The collaborative learning teams allow the students to use reflection and review of both scholarly articles and YouTube.edu videos on teamwork and teambuilding.

14. Field Description Continued
There is ongoing sharing through the discussion boards that can also include DropSynch technology where a student does not have complete access to the CourseSites LMS technology. Reflect on the differences in the students’ current understanding of teamwork, there is a tiered learning scale to be used giving students additional opportunities for reflection and final assessment projects of their choice so that both learning teams and individual learning elements are used in the same training.

15. Relevant Examples
Example I Each student is given a choice of writing a short essay on the first unit of teamwork or doing a YouTube Video According to Brooks and Young (2011), “Autonomy, or the ability for individuals to have a sense of personal agency, has been found to be associated with increased intrinsic motivation as well as with greater satisfaction among students” (p. 52).
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16. Collaborative/Cooperative Learning Teams
Example II
The learning team interacts by discussing their own selection of five articles or five YouTube videos on teamwork. This involves reflection on what did it say, what did it mean, and what did it mean in application to them personally and sharing a presentation of the material back to the other learning team.
According to Loeser (2014), “Cooperative learning is an instructional strategy that emphasizes the importance of positive social interactions among students working in small groups on a given task or assignment related to a unit of study” (p. 1).

17. Peer Assessment Example III
Each learning team provided a peer assessment of important information based on their presentation for the other learning teams. It is for review and reflection only.
According to Ndoye (2017), “Research has shown the importance of involving students in their own learning through self and peer assessment. Logan (2009) explored how peer and self-assessment can enhance teaching and learning effectiveness” (p. 255).

18. broader context for understanding’ (p. 173)” (p. 43).
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Reflection
Example IV
Learning teams receive a reflective grade from the other teams based on originality, pertinent information, and application to the real world they live in.
According to Glowacki-Dudka and Barnett (2007), “Reflective practice involves a ‘deliberate slowing down t consider multiple perspectives [while] maintaining an open perspective…[It also requires] active and conscious processing of thoughts to achieve a
broader context for understanding’ (p. 173)” (p. 43).

19. Example V Individually the students tell a story about how this teamwork has been used in the past and how learning about it now would have made a different and what that difference would be.
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20. References
Brooks C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the
classroom? Using self-determination theory to consider student motivation and learner
empowerment. International Journal of Teaching and Learning in Higher Education,
23,
Campbell, B. (2009). To-with-by: A three-tiered model for differentiated instruction. New England Reading Association, 44, 7-10.
Gilstein, J. (2016, January). Student-centered learning. Salem Press Encyclopedia, 1-2.
Glowacki-Dudka, M., & Barnett, N. (2007). Connecting critical reflection and group
development in online adult education classrooms. International Journal of Teaching
and Learning in Higher Education, 19,
Loeser, J. W. (2014). Cooperative learning. Research Starters, 1-8. Merriam, S. B.,
Cafferalla, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide. San Francisco, CA: John Wiley & Sons.
Ndoye, A. (2017). Peer/self assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29,
Smith, T. (2014). Self-directed learning. Research starters, 1-8.