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

2. 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

3. 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)

4. 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

5. 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)

6. 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

7. 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)

8. 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 ).
“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)

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

10. 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 Principles of adult learning. VISION (Fall). Available at: 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