Misconceptions of Adult Learning

1. Misconceptions of Adult Learning Sharon Gellman EDU 643 Teaching the Adult Learner Post University

2. Misconceptions • The assumption that most adult students are self-directed and extrinsically motivated in their learning • Underestimated the importance that social context and experience have for the adult learner • Unawareness that so many students entering higher education are unprepared for college

3. Misconception 1Self-direction and Motivation New Understanding • Many traditional students do not yet possess the maturity for SDL • Traditional and nontraditional students are unprepared for the critical thinking, conceptual nature, and responsibility needed to be successful in college • Teachers can facilitate SDL skills • As SDL skills increase and students’ mature, motivation becomes more intrinsic in nature

4. Misconception 1Self-direction and Motivation New Understanding in Practice • Strategies to be implemented in a second semester course include: • Individual goal-setting objectives • Providing rubrics at the beginning of the semester • Posting several pertinent resources on the course management system • Concluding the semester with a reflective essay • The author will propose incorporating self-directed learning skills to the entire student population at the end-of-semester retention initiatives meeting

5. Misconception 2Social Context and Experience New Understanding • Behaviorist learning theory does not allow for enough experiential or contextual learning • Integrating psychological/cognitive and contextual/sociocultural theories of adult learning allow for inclusion of experiential and contextual learning • Effective adult learning incorporates experience, relevance, and real-life problem solving • Adult learning cannot be understood apart from sociocultural context

6. Misconception 2Social Context and Experience New Understanding in Practice • Course curriculum will be re-evaluated to facilitate the construction of new knowledge, increase critical thinking, and encourage more peer-to-peer dialogue and experience sharing • Coursework will include problem-based case studies, more group discussion, and real-world applicable term projects • Clear instructions and expectations will be communicated

7. Misconception 3College Readiness New Understanding • Many students are academically unprepared in reading, writing and math upon entering higher education and may need remediation • The multiple roles of nontraditional students may negatively impact their ability to dedicate enough time for academic preparation • Many students lack practical and behavioral skills such as time management, goal setting, and need more information on college expectations and financial aid

8. Misconception 3College Readiness New Understanding in Practice • First and second semester curricula will include time management strategies, goal setting, and note taking and study skills • Representatives from financial aid, student services, and academic support will be invited to the classrooms to reinforce the support services available at the college

9. Conclusion The author now possesses a much greater insight into adult learning theory including andragogy, self-directed learning, psychological/cognitive theory, and contextual/sociocultural theory, and can apply these new understandings to previous misconceptions in the current role as an instructor in higher education.