Engaging Adult Learners in Designing and Implementing the Learning Process Alia Sheety, Ph.D. & Larry Melton, Ed.D. Graduate Studies in Education 610 King of Prussia Road Radnor, PA Cabrini College Introduction and Theoretical Background Brain based research indicates the importance of the combination of cognition, emotion, and behaviors in the learning process (Jensen 2005). Restorative Practices (McCold & Wachtel, 2000) remind us of the importance of student engagement in the learning process through creating a safe environment, providing high support and setting high expectations (see figure 1). Weimer, (2002) placed the students in the center of the learning process. Figure 1 It is almost agreed upon that learning is enhanced when students are able to share and clarify their knowledge, and build creative problem solving capabilities (Almond, 2009, Johnson & Johnson, Appleton et.al (2008), support the above notion and adding that group work provides an opportunity for students to engage in peer-to-peer learning. Some of the key elements to allow engagement of adult learners are; creation of safe environment, recognition of the need to learn, support learner’s self-concept and recognizing that high level of stress could become a barrier (Sheety & Rundell, 2012; Knowles, 1980; Jensen, 2005). Adapting Tomkins (1962, 1963, 1991) psychological notion of affects, we believe that minimizing negative emotions and maximizing positive ones will allow space for adult learners to grow and avoid the shame experience as described in the Compass of Shame (See figure 2). Figure 2 Practical Background Sample & Procedures Sample Thirty four graduate adult learners registered in the Educational Research class during Fall IRB Approval of the study- October 2012 Procedure The students were provided with a letter of consent and a questionnaire. They were asked to sign the letter if they agree to take part in the study. The questionnaire asked about their learning preferences for various levels of cognitive assignments, moving from simple (known) to complicated (Unknown). They were also asked about their feeling toward various learning activities. Demographic Information The only demographic information that was collected is gender and age, (see figure 3 & 4). Figure 3, Frequencies by Gender Figure 4, Frequencies by age group Students response to “rank your comfort level with each of the following learning situations” are presented in table 1, then they described emotions they felt toward various levels of cognitive assignments (table 2) Table 1: Students level of comfort with various learning situations in percentage Table 2: Students emotional response toward various levels of cognitive assignments in Percentage Descriptive Results Assignment Complexity & Learning Situations Adult learners who are completing their Master degree in Education are professionals, that seek the degree to enhance their work or provide additional opportunities and to promote their income. Research courses in adult graduate programs usually cause higher anxiety and threaten the self-concept of the adult learner. The topic challenge students out of their comfort zone. Hence the importance of figuring out best practices. The educational milieu we worked with : The research course is structured of eight five and a half hour meetings. The meetings take place after work, at the evening hours. The course main goal is to prepare students to become critical consumers of research. The Rational: The results were meant to help reshape our practices in teaching the educational research course for graduate students and to add to the body of knowledge in adult learners at higher education. Cabrini College Do Something Extraordinary Cabrini College Do Something Extraordinary When students were asked to choose their preference learning situations by material complexity a clear trend was revealed, (Figure 5). Because of the small sample we added the responses to often and always and used them in the chart. Figure 5: Students preference of learning situations by type of assignment 1.Most of adult learners (97%) felt comfortable learning with peers. There is almost no differences between the preference of learning alone (53%) and learning through lecture by an instructor (59%). 2.Learning statistical formula that requires problem solving seems to be the cause for a high level of anxiety. Adult learners distinguished between learning complex concept vs. learning complex statistical formula (Figure 6) Anxiety Level Low High New familiar Review of Complex idea research article and statistical Learning new complex formula ideas & concepts Figure 6: Anxiety level from the familiar to the unknown 3.Students seek lecture when they learn new complex material especially if it is out of their comfort zone, such as statistical formula. 4.In higher cognitive complexity learners take less responsibility to the learning process and depend more on lectures and peers. 5.In tasks that cause higher anxiety learners seek lectures and peers to support the learning process. The results contribute to better practices in teaching the research course, still further research is needed with a larger sample to allow us to correlate results and learn further about the relationship between emotions, cognition and behavior. Alia Sheety & Larry Melton I never teach my pupils; I only attempt to provide the conditions in which they can learn.” ~ Albert Einstein AloneWith PeersLecture by Instructor Uncomfortable6%00 Slightly Uncomfortable16%3% Somewhat Comfortable 25%038% Comfortable53%97%59% Learning new ideas that you are familiar with Learning new complex ideas & concepts Learning complex statistical formula that requires problem solving Review a research article for accuracy Great Anxiety09%55%6% Moderate Anxiety9%35%23%38% Motivated but not Confidant 38%31%9%25% Motivated and Confidant 53%25%13%31% Conclusions Contact Information