Engaging the Adult Learner
A Presentation
For
CAFÉ
By
Dr. Claudia Santin
Purpose of the Presentation
Understand WHY and HOW faculty use adult
experience, adult learning theory (andragogy),
effective feedback and best practices in
teaching adults in the classroom.
Understand adult learning styles to enhance
learning either in the classroom or online.
Purpose of the Presentation
Understand the contribution and impact this
experience makes to the individual student,
fellow students, and the faculty.
Offer activities and assignments that can be
used with adult students in the classroom
taking advantage of their work experience.
Who is an Adult Learner?
Voorhees and Lingenfelter (2003) offered
one of the most encompassing definitions
of the adult learner in postsecondary
education…
Who is an Adult Learner?
Someone 25 years of age or older involved in
postsecondary learning activities. The U.S.
Department of Education defines the adult
learner as anyone "engaged in some form of
instruction or educational activity to acquire
the knowledge, information, and skills
necessary to succeed in the workforce, learn
basic skills, earn credentials, or otherwise
enrich their lives," (NCES, 1999).
Teaching Adults
Why is teaching adult professionals
different?
Andragogy
The art and science of helping adults learn
Concept proposed by Malcolm Knowles
Distinguished from pedagogy (the art and
science of helping children learn)
Andragogy
Adult learning model developed by Knowles guides
instructional practice
An alternative to pedagogy, a term that refers to teachercentered approaches for educating children
Assumptions of andragogy:
1. Adults are self-directed
2. Adults bring a wealth of experience to the
learning process.
Andragogy
3. Adults come to the learning process ready to learn.
4. Adults are oriented toward immediate application of
“learned knowledge.”
5. Adults need to know the reason for learning
something.
6. Adults are driven by intrinsic motivation to learn
(Knowles, as cited in Forrest III & Peterson, 2006, p. 116)
Tenets of Andragogy
There is a change in time perception as
people mature—from future application
of knowledge to immediacy of
application. Thus, an adult is more
problem centered than subject centered in
learning.
Tenets of Andragogy
An a person moves through adulthood his or her
self-concept moves from that of a dependent
personality toward one of a self-directing human
being.
An adult accumulates a growing reservoir of
experience, which is a rich resource and basis for
learning.
The readiness of an adult to learn is closely related
to the developmental tasks of his or her social role.
Tenets of Andragogy
There is a change in time perception as
people mature—from future application
of knowledge to immediacy of
application. Thus, an adult is more
problem centered than subject centered in
learning.
Adults are motivated to learn by internal
factors rather than external ones.
Andragogy Best Practices
Organize a web course development team including a
content expert, instructional designer, multimedia
producer, systems analyst, and network programmer
(Chou & Tsai, 2002)
Courses need to be student-centered, activity-based
learning environments with problem-solving
activities (Brown, 2001; Carr-Chellman & Duchastel,
2000; Chou, & Tsai, 2002; Knowlton, 2000; Pallof
& Pratt, 2003)
Andragogy Best Practices
Universal design principles need to be adapted
(i.e., courses need to be accessible to students
with different learning styles and learning
abilities)
(Pallof & Pratt, 2003; Dahl, 2005)
Andragogy Best Practices
Faculty need to be able to give control of
information and processes to the students;
more of a mentor and manager role as opposed
to one of information deliverer and expert
(Palloff & Pratt, 2003; Robson, 2000;
Shedletsky & Aitken, 2001).
Andragogy Best Practices
Faculty need to create and sustain teaching
presence based on 3 components:
a) instructional design and organization,
b) facilitating discourse, and
c) direct instruction
(Shea, Pickett, & Pelz, 2003)
Andragogy Best Practices
Chickering and Gamson encourage the following
conditions and behaviors for successful learning
(Keeton, 2004; Shea, Pickett, & Pelz, 2003; Pallof &
Pratt, 2003):
1. Frequent contact between students and faculty
2. Reciprocity and cooperation among students
3. Active learning techniques for different
learning styles
4. Prompt Feedback
Andragogy Best Practices
Time on task (clear articulation of due
dates/time frames for learning activities)
Communication of high expectations
Respect for diverse talent and ways of learning
(Ko & Rossen, 2001; Meyer, 2003)
Adult Learning
Nothing has meaning or is learned in isolation from
prior experience.
Acknowledging adults’ prior knowledge and
experience is integral to the learning process.
Educators need to be knowledgeable about prior
knowledge students possess in a particular area and
design learning activities accordingly.
Merrian, S.B. & Caffarella, R.S. (1999). Learning in adulthood.
Adult Learning Is:
Self-Directed
Self-directed learning focuses on the process
by which adults take control of their own
learning, in particular how they set their own
learning goals, locate appropriate resources,
decide on which learning methods to use and
evaluate their progress.
Adult Learning Emphasizes:
Critical Reflection
Developing critical reflection is probably the
idea of the decade for many adult educators
who have long been searching for a form and
process of learning that could be claimed to be
distinctively adult.
Adult Learning Honors:
Experiential Learning
The emphasis on experience as a defining
feature of adult learning was expressed in
Lindeman's frequently quoted aphorism that
"experience is the adult learner's living
textbook" (1926, p. 7) and that adult education
was, therefore, "a continuing process of
evaluating experiences" (p. 85).
Adult Learning Supports:
Learning to Learn
The ability of adults to learn how to learn - to
become skilled at learning in a range of
different situations and through a range of
different styles - has often been proposed as an
overarching purpose for those educators who
work with adults.
Adult Learning Includes:
Practical Theorizing
Practical theorizing is an idea most associated with
the work of Usher (Usher and Bryant, 1989) who has
focused on the ways in which educational
practitioners - including adult educators - become
critically aware of the informally developed theories
that guide their practice.
– Colleagues' experiences and formal theory - intersect
continuously in a dialectical interplay of particular and
universal perspectives.
Essentials of Effective
Feedback
1. Personal
2. Respectful
3. Constructive/Constructivist
PERSONAL – for both you and
the student
Not generic, not “canned.”
Expressing your values, meaningful to
you. i.e. This is an hour from your life as
well. The students want a conversation
with you.
From one colleague to another.
Tailored to this particular work of this
student.
RESPECTFUL, EMPATHETIC
You acknowledge your students’ experience.
You convey that you have a sense of how it
will be to receive this feedback.
RESPECTFUL, EMPATHETIC
You recognize that no matter what the quality
of this particular work, the student is an adult,
working professional.
You maintain your patience and
professionalism.
CONSTRUCTIVE,
CONSTRUCTIVIST
You use the feedback to teach, to enhance their
learning.
You link your feedback to course goals or to
assignment objectives.
You recognize this assignment and this course
are part of a larger educational context,
reminding students of previous coursework, or
directing their thinking toward their lifelong
learning.
Forms of Feedback
Discussion
Model Answers
Rubric (Criterion
referenced)
List of Common
Mistakes
List of Writing
Strengths
Continuous
Assessment to track
progress (i.e.
formative)
Specific,
individualized
comments on one
work
Bravo Insights!
Research on Adult
Learners
In the classroom and online adult learners:
– Have better technical knowledge and people
skills.
– Draw upon their first-hand experience in
dealing with textbook problems in their
dynamic, changing and uncertain environment
of ‘the real world.’
– Like to apply what they learn immediately.
Research
In the classroom, students who have work
experience:
– Are more productive as students
– Have higher-order thinking skills
– Should be given examples reflecting and
acknowledging their experiences
Adult or Part-time students…
Disadvantages
– Competing interests
– Travel
– Haven’t been a student in
years
– Time is limited for
meetings
Advantages
- Take it seriously
- Motivated
- Know how to juggle a busy life
- Are focused
- Grasp connections between
theory learned in class and their
work
CAPITALIZING ON STUDENT
EXPERIENCE: Knowledge Transfer
Traditional Model
Adult Model
Instructor
Student
Instructor
Student
Students
Talking Points
Have you developed in-class activities or homework
assignments that utilize student’s work experience?
– What did you hope to achieve by doing so?
How has student’s work experience benefited your
teaching?
How does one student sharing his work experience
benefit other students in the classroom?
If you have taught students who lacked work experience
in the subject, what are the major differences?
Have you developed in-class activities or
homework assignments that utilize
student’s work experience, for example:
Discussions: in-class, online, or panel.
Formed teams purposely made up of students
from different companies, organizations, schools,
etc.
Identified environments or projects at work
where theories could be applied.
OR…..
Taken a system, process, or data from a work
project and analyze it using a technique
learned in class.
Conducted a post mortem analysis of a project
in which the student was involved.
Potential Outcomes
Students see how concepts and methods can be
applied in different ways
They cement what they know by applying theory to
practice immediately
To provide lesser experienced students with the
opportunity to hear from those who are in the field
Helps students reflect on their own situation at work,
see the big picture instead of the just parts in which
they are involved
Benefits for Faculty
How can students’ work experience benefit
your teaching?
A wealth of real-world examples that I can use as case
studies, anecdotes, which are more compelling than
artificial textbook examples.
As practicing managers, they brought in issues,
principles, and techniques that I would not get
otherwise.
Benefits for Faculty
More insights into combining concepts, gives
depth and breadth.
Keeps me up to date, learning what
technologies are used.
Makes me a better facilitator. Keep me on my
toes!
Benefits for Students
How does one student sharing his work
experience benefit
other students in the classroom?
They often learn as much from other people in the class
Get ideas and tips from each other
Exposed to something new that they don’t do at their
work, opens up new worlds
Benefits for Students
They realize it isn’t just an academic exercise but is
practical and useful
They trust information obtained from other students
Enhances their learning
Adds color to the lectures and discussions
If you have taught students who lacked work
experience in the subject,
what are the major differences?
A student who can relate the material to problems at
work are more motivated to learn and apply the
knowledge
Students with less work experience could not contribute
as much
If you have taught students who lacked work
experience in the subject, what are the major
differences?
It is nice for me when students say that they will apply
what they just learned in their organization tomorrow
Experienced students quickly grasp the connection
between theory and practice
Benefits to Students
Helps students reflect on their own
situation
Hearing how their peers do it helps
students see how concepts can be applied
at work
Students work harder and learn more if
the project is meaningful to them
Benefits to Students
Form relationship between what they
know and the material presented
Actively engages them in the material
rather than passively absorbing a lecture
Benefits to Other
Students in Class
Enhances their learning by hearing multiple
applications, opening up new worlds
Learning from each other reinforces concepts
Student need not be skeptical of professor’s
ideas if reinforced by fellow students
Find out how other organizations operate
Benefits to Faculty
Gain repertoire of compelling students’ stories
from the field to be used as examples, in case
studies, anecdotes, etc.
Learn what is happening in industry, staying
current with technologies used
Supports/lends credence to theories presented
in class
Probes
Do faculty who have prior non academic work
experience value it in students more or less
than career academicians?
Do students feel their work experience was
incorporated/valued/used in the classroom?
Probes
What is it like for the student who lacks work
experience to be in a class where experience is
valued?
Would the responses be same for education
programs, business programs, psychology
programs, etc.?
Ethical Principles
Nine Ethical Principles in University Teaching
1.
2.
3.
4.
5.
Content competence
Andragogical competence
Dealing with sensitive topics
Student development
Dual relationships with students
(keeping focus on academic issues)
Developed by the Society for Teaching and Learning in Higher Education
Ethical Practices
Respect for colleagues
Valid assessment of students
Respect for institution
Confidentiality
References
Bash, L. (Ed.). (2005). Best practices in adult
learning. Bolton, MA.: Anker Publishing
Company, Inc.
Johnson, S. D., Benson, A. D., Duncan, J.,
Shinkareva, O. N., Taylor, G., & Treat, T. (2003).
Distance learning in postsecondary education
No. 2003-10-00). Columbus, Ohio: National
Dissemination Center for Career and Technical
Education.
References
Mingle, J. R., & Birkes, A. Y. (2004). Targeting
the adult learning challenge in SREB states
(PDF). Challenge to lead. Southern Regional
Education Board.
Yoon, S. (2003). In search of meaningful online
learning experiences. New Directions for Adult
and Continuing Education, (100), 19-30.