MISCONCEPTIONS OF TEACHING THE ADULT

LEARNER

Mark JurczakEDU643.90

WHAT IS THE ADULT LEARNER?

Adult learners come from all walks of life. They are men and women who

range in age and differ in ethnic and cultural backgrounds, abilities, beliefs, income levels, and education. Every learner is unique – a combination of their upbringing, education, beliefs,

physical characteristics, motivations, and theories.

WHAT CAN EDUCATORS DO?

“Adult learning focuses on the different theories, their major proponents, and the focus of learning, the purpose of education, the role of the teacher, and the ways in which these

theories are manifested and in the practice of adult education.”  (Merriam, Caffarella,

Baumgartner, 2007) The challenge to adult educators has been the ability to communicate

and support such a diverse population effectively and implement the different adult

learning theories to combat these misconceptions and help adult students

succeed.

MISCONCEPTION 1 – ANY ADULT CAN BE A SUCCESSFUL

LEARNER

“As he characterized them in the andragogical model, the successful traits of the adult leaner

according to Knowles are: learners are self-directed; they enter educational programs with a great diversity of experience; they

become ready to learn when they experience a need to know or do something; they are life-

centered, task- centered, or problem-centered; and are motivated by internal self- esteem, recognition, better quality of life, and

self-actualization.” (Harris, 2003)

KNOWLES’ 5 TRAITS OF ADULT LEARNERS

SELF-CONCEPTAS A PERSON MATURES HIS/HER SELF CONCEPT MOVES FROM ONE OF BEING A DEPENDENT PERSONALITY TOWARD ONE OF BEING A SELF-

DIRECTED HUMAN BEING

ADULT LEARNER EXPERIENCE AS A PERSON MATURES HE/SHE ACCUMULATES A GROWING RESERVOIR OF EXPERIENCE THAT BECOMES AN INCREASING RESOURCE FOR LEARNING.

READINESS TO LEARNAS A PERSON MATURES HIS/HER READINESS TO LEARN BECOMES

ORIENTED INCREASINGLY TO THE DEVELOPMENTAL TASKS OF HIS/HER SOCIAL ROLES.

ORIENTATION TO LEARNINGAS A PERSON MATURES HIS/HER TIME PERSPECTIVE CHANGES FROM ONE

OF POSTPONED APPLICATION OF KNOWLEDGE TO IMMEDIACY OF APPLICATION,

MOTIVATION TO LEARNAS A PERSON MATURES THE MOTIVATION TO LEARN IS INTERNAL (PAPPAS,

2014)

MISCONCEPTION 2 - ADULTS NEED FORMAL ENVIRONMENTS

TO LEARN AND WILL NOT EMBRACE UNTRADITIONAL METHODS OF EDUCATION

As adult learners are self –directed and motivated in their educational

pursuits, they are actually becoming excited and eager to learn how the

new technologies and advancements at their fingertips

THEORY IN PRACTICEThe use of new technologies by adult learners comes from the implementations of the Cognitive Learning Theory. Also known as information processing, the cognitive theory has two basic assumptions: “the

memory system is an active organized processor of information, and that prior knowledge plays an

important role in learning.” (Merriam, Caffarella & Baumgartner, 2007) As adults adapt to their new

classroom environments and settings, they will become more and more comfortable as they strive for success

in their educational pursuits.

MISCONCEPTION #3 – ADULT LEARNERS HAVE OPINIONS AND UNCHANGEABLE PERSPECTIVES

Students are actually collaborating with classmates

through discussion and learning by hearing and observing different

perspectives.

THEORY IN PRACTICE

The Social Constructivist learning theory combines elements from both behaviorist

and cognitivist orientation, and is responsible for people to learn by observing others. “By observing others, people acquire knowledge, rules, skills, strategies, beliefs,

and attitudes.” (Merriam, Caffarella, Baumgartner, 2007) The traits in this theory stand out because much of today’s online

classrooms are designed around collaborative learning between classmates.

CONCLUSIONThe adult student is a serious student. An adult

student is one who takes charge of their personal motivation and faces new challenges in

order to pursue their goals. As the world and everything in it continues to change, so will the

ways in which people teach and learn. With more and more adults pursuing educations later in life, it is vital for educators to continue to seek

new and inventive ways to engage, motivate, and teach students of all ages. By implementing

the adult learning theory, educational administrators need to continue to develop new

ways to reach the adult learner.

ReferencesDinevski, D. Radovan, M. (2013) New Directions for Adult & Continuing Education. Summer2013, Vol. 2013 Issue 138, p61-69. 9p.Harris, S. (2003). An Andragogical Model: Learning through Life Experiences. Kappa Delta Pi  Record, 40(1), 38-41.Herbold, K. (2011). Giving student choice in online learning environments: Addressing adult learner needs. International Journal of Technology, Knowledge & Society, 7(5), 117-125. Kretchmar, J. (2014). Cognitive Theories -- Research Starters Education. 2014 Edition, p1-6. 10p.Lewis, C., Scott, M. (2011) International Journal of Interdisciplinary Social

Sciences. Vol. 6 Issue 4, p1-10. 10p.  Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in Adulthood, a comprehensive guide. (3rd Ed.). San Francisco: Jossey-Bass.Pamuk, S. (2012). The need for pedagogical change in online adult learning: A distance education case in a traditional university. University of Gaziantep Journal of Social Sciences, 11(2), 389-405.