1. Adult Learners and The Adult Learning Model
GEN 322 RESEARCH & CONCEPT DEVELOPMENT

2. Adult Learners. . . Seek education for a variety of personal goals.
Many times are more motivated than younger students, because they more clearly know why they are in school, and their personal goals are clearer and more concrete.
May have had previous education experiences that can influence their ideas about what this experience will be.
Are not only students, but are often employed full time, have families, and have several other activities and obligations outside of school.
Typically do very well in learner focused environments.

3. Adult Learners. . .
Understand intellectually and intuitively that learning goes beyond formal education and it is a life long process.
Understand that learning takes place in all domains of life, and therefore, is applicable to all areas of life.
Bring a rich history of life and work experiences that provide context to their learning.
Are often more active, interactive, and even proactive in their learning. They have many practical questions, have much to offer, and have many areas with which to connect their learning.

4. Adult Learners WANT. . .
To be seen as competent contributors. They want to be actively involved.
To know why they are learning.
Prefer being self-directed.
Learning that is practical and readily applicable.
Collaborative learning as opposed to lecture and testing.

5. Comparing Adult and Youth learners
ADULTS
Are responsible for their learning.
Are much more active in their learning.
Apply their learning now.
Are more self-directed.
Bring much experience to the classroom.
Build on prior learning.
YOUTH
Depend on teacher to impart knowledge.
Are more passive in receiving knowledge.
Will apply much of their learning in the future.
Are led and directed by teacher.
Have little or limited life/career experience.
Build new knowledge and have limited frame of reference.

6. Life at a crossroads
For many adult learners, circumstances have brought them to a crossroads in their life.
These circumstances can be such events as:
A change in family status through children leaving home or through experiencing a divorce.
Wanting to change careers or being forced to through lay-offs.
Realizing it’s time to fulfill a lifelong dream to complete your college studies.
Hitting the “glass ceiling” and realizing you won’t move without the right education and training.
Researcher Jack Mezirow likens these circumstances to “Disorientating Dilemmas.” And, researcher Robert J. Havighurst calls these circumstances “teachable moments.”
KEY POINT: These circumstances trigger you to shift your perspective and question your life in various ways. And they cause you to need and to want some things that motivate you to action!

7. A global changing economy
Our world of employment is very different than that of previous generations, where a person would commonly remain employed with the same company for many years or for their entire career.
These individuals would depend on the same skill set, and even the same employer, to provide stable employment.
In today’s global economy, “work” is constantly changing. These constant changes to who, where, when, how and even why work is accomplished creates a fluid job market that requires people to embrace change and to be highly flexible, adaptive, and assertive.

8. Free Agency in your career
The model of “free agency” in the world of sports is a helpful perspective for today’s workforce. Gone are the days when an athlete would stay with the same team for many years. Now, athletes personally own and direct their careers in proactive and assertive means.
We will survive, and even thrive, in this global economy by thinking of ourselves as free agents.
Like the world of sports, gone are the days when we will remain with the same employer for many years. We must “own” our career by continually learning, adapting to change, remaining positive and proactive, and walking with God to grow in our vocation.
Know that you will most likely take several positions, and even change careers in your life.

9. Free Agency in your education
See yourself as a “free agent” as you continue your education.
Become assertive as a student. Ask yourself, students and colleagues, and your instructors how ideas and content connect to the various domains of your life. Integration is key!
Be more self-directed in your learning. What aspects of each course really speak to your world and your work? How will you use what you are learning? What’s helpful enough to retain and what will you discard?
Seek appropriate help from colleagues, fellow students, instructors, and even family.
Don’t be afraid to ask. Get involved. Be heard.

10. Learning is everywhere
Realize that for adults the “classroom” is everywhere!
Take advantage of learning and training initiatives at work. When possible, use work situations and projects as the context for your studies and assigned projects.
All truth comes from God and it can integrate your life and continually make you whole.
Truths from one field or discipline may illuminate and connect to others. Examples would be, what you learn in Biblical Theology of Leadership may help you grow and thrive at work. What you learn in Biblical Counseling may strengthen your capacity to love and care for those in your life.

11. Common fears of adult learners
It’s been too long since I’ve been in school. I think I’m too old for this!
How can I work, be a good student, and not neglect my family?
I won’t fit in to college. I’ll be different than the other students.
I can’t afford college.
I won’t be able to use the computer and electronic learning tools like other students can.