Misconceptions of Adult Learners: The Reality Is…. This presentation prepared for EDU 644.90 taught by Professor Jenn Vamvakas

Who are Adult Learners? Misconceptions: Middle aged adult students Returning to school driven by extrinsic needs Looking for a new or second career Primarily online, unable to attend resident, on campus courses Have a limited background in post-secondary education Are pursuing unfinished educational goals Have life considerations outside of school – family, work

Who are Adult Learners? Reality: An adult learner can be a person of any gender, race, or nationality of eighteen years or older. This consists of learners in both traditional and non-traditional educational settings (Merriam, Caffarella & Baumgartner, 2007). “…adults are autonomous and self-directed; have accumulated life experiences and knowledge; are goal- oriented; are relevancy-oriented; are practical, and need to be shown respect” (Lieb, 1991, p. 1)

What is Adult Learning? Misconceptions: Follows a logical pattern of maturing and development Is not influenced by external factors Requires a formal classroom environment Indicates they struggle to learn new things Doesn’t impact how they are taught or how they learn Reaches an end point for learning Has the same characteristics as other learning

What is Adult Learning? Reality "Adult education is a large and amorphous field of practice, with no neat boundaries such as age, as in the case of elementary and secondary education, or mission, as in higher education" (Merriam, Caffarella and Baumgartner, 2007, p. 53). “Adult education programs include professional, graduate, and community college programs, vocational training, English language learning courses, technical training-often, in online environments, and others” (Stoica, 2014)

Adult Learning Variables Misconceptions: The same pedagogy works for every student Adult students have the same motivation for learning They require the same amount of instructor involvement Adult learners have difficulty interacting with “traditional” students Their experience makes learning easier Need additional instructor attention Adults have developed along the same continuum

Adult Learning Variables Reality: "The fact that adults have lived longer than children and thus have a quantity of experience of experience greater than children does not necessarily translate into quality experience that can become a resource for learning; indeed, certain life experiences can function as barriers to learning" (Merriam, Mott and Lee (1996) The adult learner need either to be told or, even better, to be led to discover why certain knowledge is worth learning” (Houde, p. 92)

Considerations In Practical Application Relevant Quotes: "the most complete form of self-directed learning occurs when process and reflection are married in the adult's pursuit of meaning" …”educators of adults in formal and non-formal settings need to shift to learners as much control as possible in the learning process” (Merriam, et al, p. 108-109). “Instead of the learner beginning at point zero (the mind as a tabula rasa or "blank slate") to subsequently master a body of knowledge the adult student is able to rely upon his or her experience and maturity to catapult him or her into a process of new learning” (Bartle, 2015, p. 3). “Adult students are engaged in multiple roles which impact both the time and the energy they can devote to their role as a student” (Polson, 1993, p. 1)

TEACHING ADULT STUDENTS Adult Learning At a Glance: Intrinsic Extrinsic Develop Theory Social Independent Experience Intelligent Mentoring Building Retention Adaptive Formal Guiding Teachaman o TEACHING ADULT STUDENTS Control 2fish.org Diversity Change Barriers Informal Facilitate Curiosity Emancipatory Collaborate

References: Bartle, M. S. (2015). Andragogy. Andragogy -- Research Starters Education, 1. Houde, J. (2006). Andragogy and Motivation: An Examination of the Principles of Andragogy Through Two Motivation Theories. Online Submission. Lieb, S. 1991. Principles of adult learning. VISION (Fall). Available at: www.lindenwood.edu/education/andragogy/andragogy/2011/Lieb J 991 .pdf Merriam, S.B. & Caffarella, R.S. (2007). Learning in adulthood, a comprehensive guide. (3rd Edition). San Francisco: Jossey-Bass. Polson, Cheryl (1993). Teaching Adult Students, Center for Faculty Evaluation and Development at Kansas State University. p. 1-6