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Misconceptions of Adult Learning

Misconceptions of Adult Learning. Christina Hartman Teaching the Adult Learner Professor Buban. Misconceptions of Adult Learning. Misconceptions. New Understandings. Adults are more motivated by internal factors Adults have a desire to seek relevance in what they learn

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Misconceptions of Adult Learning

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  1. Misconceptions of Adult Learning Christina Hartman Teaching the Adult Learner Professor Buban

  2. Misconceptions of Adult Learning Misconceptions New Understandings Adults are more motivated by internal factors Adults have a desire to seek relevance in what they learn Experiences can enrich a learning environment • Extrinsic motivation is the strongest influence for adults • Course materials do not need to be personally relevant • Adults’ experiences don’t enrich a learning environment

  3. Motivation • Motivation is what drives people towards a goal (Gom, 2009). • As adults age, there is a greater emphasis on internal motivators (Kiely, Sandmann, & Truluck, 2004). • Intrinsic motivation involves the desire to learn simply for the pleasure of intellectual activity, gaining new knowledge, and increasing self-esteem (Gom, 2009). • Motivation is one of the assumptions of Andragogy (Kiely et al., 2004).

  4. Personal Relevance • The desire for personal relevance is referred to as adults’ need to know in Andragogy (Houde, 2006). • Adults want to know why they should be learning something before engaging in it. • Adults are busy and time is valuable, making relevance essential (Merriam, Caffarella, & Baumgartner, 2007). • Not knowing why can lead to low motivation (Houde, 2006). • A state of amotivation can be changed to motivation by connecting course material to personal goals and values (Houde, 2006).

  5. Experience • The idea that adults have a diverse body of experience is another assumptions of andragogy (Kiely et al., 2004). • The unique experiences that adults possess, are a valuable resource in the classroom (Houde, 2006). • Experiential learning is the process of reflecting and reconstructing ideas based on experience (Zepke & Leach, 2002). • ‘Eye witness’ accounts provide depth and understanding to course material(Zepke & Leach, 2002).

  6. Principles in Practice Educators should: • Allow students to be in charge of their learning • Offer students a choice of topics • Provide thorough feedback • Develop a detailed syllabus with course objectives clearly listed • Act as a facilitator • Allow for the sharing of personal experiences

  7. Overview (“Constructivism,” n.d.)

  8. References • Constructivism adult and training applications. (n.d.). Constructivism ETEC 512  FrontPage. Retrieved December 10, 2012, from http://constructivismetec522.pbworks.com/w/page/1845746/Adult%20and%20Tr aining%20Applications • Gom, O. (2009). Motivation and adult learning. Contemporary PNG Studies, 1017-25. • Houde, J. (2006, February 22-26). Andragogy and motivation: An examination of the principles of andragogy through two motivation theories. Paper presented at the Academy of Human Resource Development International Conference (AHRD), Columbus, OH. (ERIC Document Reproduction Service No. ED492652). • Kiely, R., Sandmann, L. R., & Truluck, J. (2004). Adult learning theory and the pursuit of adult degrees. New Directions for Adult & Continuing Education, (103), 17-30. • Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. • Zepke, N., & Leach, L. (2002). Contextualised meaning making: One way of rethinking experiential learning and self-directed learning. Studies in Continuing Education, 24(2), 205-217. doi:10.1080/0158037022000020992

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