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Adult Learners. Are they different?. Updated: May 14, 2012. Researchers:. There is much research on the nature of how adults learn. The basic research first was popularized by Malcom Knowles. Much research has been conducted to add to his baseline beliefs.
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Adult Learners Are they different? Updated: May 14, 2012
Researchers: • There is much research on the nature of how adults learn. • The basic research first was popularized by Malcom Knowles. • Much research has been conducted to add to his baseline beliefs. • Research in this field is elaborate and complex, but we’ll start with the basics.
Pedagogy • In the beginning, there was “pedagogy.” • Malcom Knowles takes objection to using this term with adults because, by definition, “ped” refers to “child.” (Think “pediatrician.”) • Knowles offers another term “andragogy.” • This refers to adult learners.
Assumptions about adults (Knowles) • They are autonomous and self-directed • They have accumulated life experiences and knowledge • They are goal oriented • They are relevancy oriented • They are practical • They desire (and deserve) respect
Since Knowles • Other researchers have challenged these assumptions.
They are autonomous and self-directed… …except when they aren’t. This is a culturally based assumption and isn’t appropriate for all adult learners. Differing histories contribute to different world views and perceptions of appropriate adult engagement in learning.
They have accumulated life experiences and knowledge… • This was often interpreted as a positive, or at least not a negative. Experience is good, right? • Belzer suggests that background knowledge can lead to a negative “affective filter” (anxiety or block to learning) because of bad experiences with learning. • Background experience can be a block to learning; it’s not always a good thing.
They are goal oriented… • This is misguided, according to some research. • Goals exist, but they vary greatly according to the developmental phase of a students life. • Older and experienced adults have vastly different goals from younger, inexperienced adults. • The definition of “adult” is challenged by Imel, who believes only “non-traditional” adult students differ from childhood learners.
Defining “traditional” students • It is easy to make misguided judgments on what it is to be a “non-traditional” student. • Traditional students generally are: • Age 26 or younger • Marital status and family single, no kids • Work schedule not full-time employed
Defining “non-traditional” • So, any student not fitting these criteria is, technically, “non-traditional.” • Specifically mistaken: • Young students aren’t always “traditional.” • Night students are not strictly non-traditional, nor are daytime students strictly traditional. • Thus “adult” and “non-traditional” are vague terms.
They are relevancy oriented and practical… • This is rarely contradicted as an assumption; again, it is both positive and negative because… • students that see the application of knowledge tend to acquire it completely. • a failure to the application can be a barrier to learning. • I contend that childhood learners do not differ
They desire (and deserve) respect • I contend that all students desire it, though childhood learners are less apt to expect it. • I content that all students deserve it. • This is still a relevant comment in relationship with college-bound levels or “developmental” courses. • A student’s need for developmental writing, reading, math or language skills is not indicative of impaired brain function.
“Respect” for adults translates to “service” • In my own research, students not only expect respect, they expect their education to be individualized, appropriate, engaging, and effective. • Students are “savvy” about education and fully aware that they have options. • Students “shop” for their education and will go where their perceived needs are met (not necessarily where they learn the best.) • The “Marketing Model” is:
Marketing Model • I believe adult students today are savvy consumers. To be consistent with our values of empowering a student, we need to value student feedback heavily and “market” our teaching to their declared needs’ (Hall, 2002).
Your assignment • It is within each of you to define yourself as “adult” or not and to determine yourself as traditional or not. • If you consider yourself adult, then you may use yourself as part of this observation. • If you feel you do not identify with yourself as an “adult” learner… then do not use yourself.
Your assignment (cont.) • Observe for a week • How can your observations and experiences of adult learners improve your tutoring? • Write a 2 page exploration essay that negotiates this question. • See homework assignment.
