Contents

Objectives

Module 1: Challenges and the Adult Learner

Challenges Facing Adult Learners

Characteristics of Adult Learners

How Can I Use Adult Learning Principles to Facilitate Learning

Module 1 Assessment

Module 2: Experiential and Transformative Learning

Experiential Learning

Transformative Learning

Module 2 Assessment

Module 3: Engagement

Relevance

Getting Ready for the Adult Learner

Module 3 Assessment

Additional Resources: Adult Learning

Contributors

Assessment Questions and Answers

This course attempts to provide practical adult learning concepts that

you can apply to your own class setting. Many of the videos in this

course contain specific activities to help you build your knowledge

and skills. We encourage you to apply these activities to one of your

own courses, so you can experience the impact in a real world setting.

Learning Objectives:

1. Define Andragogy.

2. Describe characteristics of adult learners.

3. Describe principles of adult learning.

4. Apply principles of adult learning to your courses.

Module 1: Defining Developmental CoursesIn this module, STARLINK speaks to several experts who uncover the specific challenges

adult students face and how they are meeting these challenges. We know that people don’t

exist in a vacuum; there is a lager socio-cultural context to consider, especially in regards to

the adult learner. While most adult learners tend to be self-directing and bring rich life

experience to the classroom, many share the insecure feeling that they “don’t belong” or

that they are an “impostor”. Discover how empathizing with the student, connecting on a

personal level, humor, and peer support can assist with adult learning.

Three Most Significant Challenges Facing Adult Students

By Kristen Caschera | Co-chair, London Council for Adult Education (http://bit.ly/1wom2w5)

Adults may have many challenges when returning to an educational environment.

Adult learners arrive at class with a wealth of experience that can be harnessed to

generate interesting and dynamic debate. However, before this is to happen, we need

to be aware that adults can also arrive full of anxieties, which if not managed correctly,

can impair the learning process. These anxieties can be caused from challenges such as the following:

1. School and Life Responsibilities – The Balancing Act

As any postsecondary student can attest, school is a huge time commitment. There is time

spent in class, time spent preparing for class and then the time needed for essays,

assignments and other homework. Above and beyond school commitments, adults who are

returning to school face additional demands on their time. Many adult learners are

pursuing their education while still working full time. Many also have families and family

obligations. This means less time available for school-related activities. These additional

responsibilities can lead to stress and frustration for adult learners.

2. Accessibility

A second challenge facing adult students is accessibility to classes. Sometimes getting to

class is the biggest challenge! As previously mentioned, many adult learners have extensive

time commitments. Whether it’s a full-time job or a growing family, other responsibilities

make it difficult to attend classes during regular school hours. This can lead to difficulty

succeeding at school, or even reluctance to return to school at all.

3. Cost

The cost of education can be challenging for anyone. Tuition costs, books, supplies — it all

adds up. Throw daycare costs or mortgage payments into the mix and the cost of pursuing

an education as an adult learner can become prohibitive. Adult learners often do not qualify

for student loans, which makes paying for an education difficult. On top of the costs of

education itself, there is the potential lost income from unemployment, as many adults

return to school following a job loss.

Characteristics of Adult Learners

Andragogy (adult learning) is a theory that holds a set of assumptions about how adults

learn. Andragogy emphasizes the value of the process of learning. It uses approaches to

learning that are problem-based and collaborative rather than didactic, and also

emphasizes more equality between the teacher and learner.

Andragogy as a study of adult learning originated in Europe in 1950's and was then

pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an

American practitioner and theorist of adult education.

Adult learners have characteristics that set them apart from 'traditional' school or college

learners. All adults come to courses with a variety and range of experiences, both in terms

of their working life and educational backgrounds. This impacts on how and why they

participate in learning. While each student has individual learning needs, there are some

characteristics that are common to adult learners:

Adults have accumulated life experiences. Adults come to courses with experiences and

knowledge in diverse areas. They tend to favor practical learning activities that enable

them to draw on their prior skills and knowledge. Adults are realistic and have insights

about what is likely to work and what is not. They are readily able to relate new facts to

past experiences and enjoy having their talents and knowledge explored in a teaching

situation.

Adults have established opinions, values and beliefs which have been built up over time

and arrived at following experience of families, relationships, work, community,

politics, etc. These views cannot be dismissed and must be respected.

Adults are intrinsically motivated. Learners increase their effort when motivated by a

need, an interest, or a desire to learn. They are also motivated by the relevance of the

material to be addressed and learn better when material is related to their own needs

and interests. For learners to be fully engaged in learning their attention must be fully

focused on the material presented.

Individual differences. Adults learn at various rates and in different ways according to

their intellectual ability, educational level, personality and cognitive learning styles.

Teaching strategies must anticipate and accommodate differing comprehension rates of

learners.

Adults learn best in a democratic, participatory and collaborative environment. Adults

need to be actively involved in determining how and what they will learn, and they

need active, not passive, learning experiences.

Adult students are mature people and prefer to be treated as such. Being 'lectured at'

causes resentment and frustration.

Adults are goal oriented / relevancy oriented. Adults need to know why they are

learning something. Adults have needs that are concrete and immediate. They can be

impatient with long discussions on theory and like to see theory applied to practical

problems. They are task or problem-centered rather than subject-centered. Adults tend

to be more interested in theory when it is linked to practical application.

Adults are autonomous and self-directed. They are self-reliant learners and prefer to

work at their own pace. Individuals learn best when they are ready to learn and when

they have identified their own learning needs. Where a student is directed by someone

else to attend a course, e.g. by an employer, then that individual may not be ready to

learn or may not see the value in participating on that course. This can lead to a

mismatch of goals between all parties - student, employer and trainer.

Adults are practical and problem-solvers. Adults are more impatient in the pursuit of

learning objectives. They are less tolerant of work that does not have immediate and

direct application to their objectives. Problem based learning exercises are welcomed

as they build on prior experience and provide opportunity for practical application of

materials/theories covered.

Adults are sometimes tired when they attend classes. Many students are juggling

classes with work, family, etc. They, therefore, appreciate varied teaching methods that

add interest and a sense of liveliness to the class.

Adults may have logistical considerations, including:

Family and caring responsibilities including childcare and/or eldercare

Careers

Social commitments

Time

Money

Schedules

Transportation

Ageing concerns. Adults frequently worry about being the oldest person in a class and

are concerned about the impact this may have on their ability to participate with

younger students. Creating an environment where all participants feel they have a

valuable contribution can work to allay such concerns.

Adults may have insufficient confidence. Students come to class with varying levels of

confidence. Some may have had poor prior experiences of education leading to feelings

of inadequacy and fear of study and failure. This can manifest itself in many ways, as

indicated in the next section.

Module 1 Assessment

Question 1 (Multiple choice) - Points: 1By the end of this course, participants will:

Answer choices:

Describe characteristics of adult learners

Apply principles of adult learning to your courses

Define Andragogy

Describe principles of adult learning

All of the above

Question 2 (True/False) - Points: 1Three challenges facing adult students are school and life responsibilities, accessibility, and cost.

True

False

Question 3 (True/False) - Points: 1Andragogy is a theory that holds a set of assumptions about how adults learn.

True

False

Question 4 (True/False) - Points: 1Adults have accumulated life experiences. Adults come to courses with experiences and knowledge indiverse areas. They tend to favor practical learning activities that enable them to draw on their priorskills and knowledge. Adults are realistic and have insights about what is likely to work and what isnot. They are readily able to relate new facts to past experiences and enjoy having their talents andknowledge explored in a teaching situation.

True

False

Question 5 (Multiple choice) - Points: 1Respect can be demonstrated to your student by:

Answer choices:

Discouraging expression of ideas, reasoning and feedback at every opportunity

Not taking interest

Acknowledging the wealth of experiences that the student brings to the placement

None of the above

Question 6 (True/False) - Points: 1The Impostor Syndrome is defined as a collection of feelings of inadequacy that persist even in face ofinformation that indicates that the opposite is true.

True

False

Module 2: Experiential and Transformative Learning

In Module 2, STARLINK asks our experts about the experience factor, best practices

regarding learning experience vs. life experience, connecting curriculum to the adult

learner’s life experience, and finding out what motivates them. Experience can be a double

edged sword: life experiences an adult learner brings to the classroom can enhance and

add value to the learning environment; it can also create defensiveness to new learning

ideas. Theories, such as the Transformative Learning Theory, help us to gain perspective.

Experiential LearningExperiential learning is sometimes understood to be the type of learning that occurs on a

work placement when a student gets a chance to apply and practice what they have been

learning in an educational setting. However, it is also the learning that takes place as a

result of our daily experiences.

The word experiential essentially means that learning and development are achieved

through personally determined experience and involvement, rather than on received

teaching or training, typically in group, by observation, listening, study of theory or

hypothesis, or some other transfer of skills or knowledge.

The expression 'hands-on' is commonly used to describe types of learning and teaching

which are to a lesser or greater extent forms of experiential learning.

The expression 'chalk-and-talk' (the teacher writes on a board and speaks while learners

listen and look and try to absorb facts) refers to a style of teaching or training which

contains no experiential learning aspect whatsoever.

Differences between experiential learning and conventional training and teaching might be

represented simply as:

conventional training experiential learning

training-centered/focused - theoretical learner-centered/focused - really doing it

prescribed fixed design and content flexible open possibilities

for external needs (organization, exams, etc) for internal growth and discovery

transfers/explains knowledge/skills develops knowledge/skills/emotions via experience

fixed structured delivery/facilitation not delivered, minimal facilitation, unstructured

time bound measurable components (mostly) not time bound, more difficult to measure

suitable for groups and fixed outcomes individually directed, flexible outcomes

examples: powerpoint presentations, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesizing, theoretical work, unreal role-play.

examples: learning a physical activity, games and exercises, drama and role-play which becomes real, actually doing the job or task, 'outward bound' activities, teaching others, hobbies, pastimes, passions.

Concept and principles of experiential learning activities article is © Martin Thompson MTA International, 2008-13.

Students' experiences can be a valuable resource in the

class. However, many students may not have reflected

on their experiences, or considered alternative

interpretations to events in their lives. Adult educators

should acknowledge student experiences while also

encouraging students to question their experiences

from different perspectives. David Kolb's work in this

area has been influential, particularly the learning cycle

he developed with Roger Fry.

Diagram adapted from Kolb's learning styles and process theory as it might be applied to experiential learning.

Most models of experiential learning are cyclical and have three basic phases:

1. An experience or problem situation;2. A reflection phase - the learner analyses the experience and considers what has

been learned;3. An application phase - the new insights are applied to a new problem situation or

experience.

Transformative Learning

Transformative learning is learning to purposively question one's own assumptions,

beliefs, feelings, and perspectives in order to grow or mature personally and intellectually

(Herod, 2002). Taylor (2007) suggests that the process of transformation occurs according

to the following phases, as suggested by Mezirow:

1. self-examination with feelings of guilt or shame;

2. a critical assessment of assumption;

3. recognition that one's discontent and process of transformation are shared and that

others have negotiated a similar change;

4. exploration of options for new roles, relationships, and actions;

5. planning of a course of action;

6. acquisition of knowledge and skills for implementing one's plans;

7. provisionally trying out new roles;

8. building of competence and self-confidence in new roles and relationships; and

9. a reintegration of new assumption into one's life on the basis of conditions dictated

by one's new perspective.

Jack Mezirow is recognized for initiating a

transformative learning movement in the field of

adult education.

Module 2 Assessment

Question 1 (True/False) - Points: 1Experiential learning is sometimes understood to be the type of learning that occurs on a work placement when a student gets a chance to apply and practice what they have been learning in an educational setting.

True

False

Question 2 (True/False) - Points: 1The expression 'chalk-and-talk' (the teacher writes on a board and speaks while learners listen andlook and try to absorb facts) refers to a style of teaching or training which contains no experientiallearning.

True

False

Question 3 (Multiple choice) - Points: 1The three basic phases of Most experiential learning are:

Answer choices:

An experience or problem situation, a reflection phase, an application phase

An experience or problem situation, a thought phase, an application phase

An application phase, an encouraging phase, a problem situation phase

None of the above

Question 4 (True/False) - Points: 1Actively discouraging learners to reflect on their experiences helps develop critical thinking skills.

True

False

Question 5 (Fill in the blank) - Points: 1__________ learning is learning to purposively question one's own assumptions, beliefs, feelings, and

perspectives in order to grow or mature personally and intellectually.

Module 3: Engagement

Connecting your learning objectives to the adult learner’s own professional or personal

experience is key in staying relevant. Experts discuss relevance and the adult learner,

creating a community of learners, adjusting the syllabus to better connect with the adult

learner, and the value of teaching with the learner’s end goal in mind. Most adult learners

are “maxed out”, firing on all cylinders after a long day at work, dealing with family issues,

and trying to juggle their learning with a very busy life. Explore the utilization of small

groups/peer teaching, and many more practical tips and best practices to maximize

engagement.

Relevance

As reported by the New England Literacy Resource Center, recent findings in neuroscience

underscore the importance of experience and relevance to learning. Neuroscientists define

learning as a process of continuous modification of what we already know because

comprehension depends on the association between new information and past experience

(Zull, 2006). “People learn from experience in a way that is simply not possible from

instruction or information delivery alone. . . . It is only through a substantial range of

relevant experience that the entire [psychophysiological] system can be adequately

engaged” (Caine and Caine, 2006). This stems from the fact that the brain is a pattern-

seeking organ, always scanning the environment and looking for a match to what it already

“knows.” According to Wolfe (2006), “If there is no match, then the information is, from the

brain’s perspective, nonsense.” Such information can stay in the short-term memory so that

a student may remember it in a test if they crammed for it the night before. However, for

that information to move to the long-term memory, it needs to be coded by the brain as

something that makes sense, that is, in other words, relevant.

There are two factors that have been shown to greatly influence the kind of connection

made in the brain that can lead to future recall and greater understanding. They are

whether or not the information has meaning and whether or not it has an emotional hook.

According to Zull,

“Emotion is the

foundation of learning . . .

all regions of neocortex

are enmeshed in

networks of other neurons that secrete emotion chemicals.”

Thus, strategies that connect learning to students’ emotions and real life draw their power

from neuroscience. In his review of effective ESOL teaching strategies, Chisman

(2008) observed that programs that include real life situations outside of the classroom

appear to “have higher retention and learning gains than programs that do not incorporate

authentic learning components.” In their study of authentic learning, Purcell-Gates et al.

(2000) found that use of authentic teaching material resulted in a more effective transfer of

learning from the classroom to adult learners’ daily lives in terms of frequency of reading

and writing and/or types of texts read and written. While their study did not address

persistence, it implies that adult learners found authentic teaching material more

immediately relevant to their lives.

Getting Ready for the Adult Learner

Some learning providers are accustomed to working with adult learners so are more familiar with managing the learning environment and accommodating the varied needs of adults. However, some providers, e.g. higher education institutions, need to work simultaneously with adult learners.

Before launching a course, the learning provider or course organizers might wishto consider:

Access - Are the venue(s) accessible for people with disabilities or mobility impairment?

Premises - Are the classrooms appropriate for adults? E.g. sometimes if school premises are being used, the furniture is designed for children and the seating and tables are not suitable for adults. Also, the school environment may hold negative memories for some students which may hinder their learning. How could the rooms available be made suitable for an adult audience?

Schedules/Timetables - What times and combination of course options best suits the learner? Is there a deadline for when the course must be completed? When are tutors available? How long can students be reasonably expected to participate for in any one day?

Crèche/Child-Care Facilities - Can childcare facilities be provided? If not, what isthe impact of this on your group of learners - will they be deterred from attending?

Information Technologies (IT)/ Library facilities - Are the students required to use a library or computers? Can you reasonably assume all students have access to such services or do these need to be provided?

Orientation Programs - What orientation/induction program needs to be put in placeto welcome students and familiarize them with their environment and program details?

Transport - Is the class venue easily accessible for the target group?

Course Literature - Is the documentation on the course presented in a clear comprehensible format? On reading the material, will students know what to expect, and what is expected of them? Does the information give students a thorough overview of what will be covered on the course?

Registration - Is the registration system easy to follow? Is it clear of jargon, acronyms, etc.? Could someone who has little prior experience of education understand what is expected?

Course Requirements - Does the course literature explain what skills students are required to have before commencing a course, e.g. keyboarding or language skills?

Pre, During and Post Course Support - What support systems need to be put in placebefore, during and after the course? Are guidance/counselling services required? What follow-up support is needed?

Fee - Where fees apply, is the fee reasonable or is it likely to deter the audience you wish to attract? Are all possible costs covered or are students liable for additional fees, e.g. for use of computers or exam fees?

Module 3 Assessment

Question 1 (Fill in the blank) - Points: 1According to Zull, “_______ is the foundation of learning.

Question 2 (True/False) - Points: 1In their study of authentic learning, Purcell-Gates et al. (2000) found that use of authentic teachingmaterial resulted in a more effective transfer of learning from the classroom to adult learners’ dailylives in terms of frequency of reading and writing and/or types of texts read and written.

True

False

Question 3 (Multiple choice) - Points: 1Before launching a course, the learning provider or course organizers might wish to consider:

Answer choices:

Course Literature

Access

Premises

Pre, during and post course support

All of the above

Question 4 (True/False) - Points: 1Adult learners come to each learning event with a unique background of knowledge and experience.They are motivated to learn if the learning- Involves them in sharing what they know;- Builds on what they know;- Validates their expertise.

True

False

Question 5 (Multiple choice) - Points: 1Adult learners are busy, practical, and learn by doing. They learn best when:

Answer choices:

They don't participate actively in the learning process

There is no application for the learning

They can practice new skills or test new knowledge before leaving a learning session

Thank you to everyone involved in the creation of Adult Learning Strategies.

Featured Presenters:

Elizabeth ‘Libby’ Tisdell Ph.D – Chair, Commission of Professors of Adult Education

Steven Schmidt Ph.D – Immediate Past President, American Association for Adult &

Continuing Education

Alfred Siha Ph.D – Assistant Professor of English, Harrisburg Area Community College

Edward Taylor Ph.D – Professor of Adult Education, Penn State – Harrisburg

Robin Redmon Wright Ph.D – Assistant Professor of Adult Education, Penn State –

Harrisburg

Mary Lou Avera – Management Professor, Brookhaven College

Perdeta Bush – Graduate & Teaching Assistant / Doctoral Student, Penn State - Harrisburg

Creation:

Clay Binion, Technology Developer, STARLINK

Luke Baran and Rick Walker, Producer/Editor, DCCCD

Vic Joseph, Editor, STARLINK

Nichole Vance, Creator/Developer/Editor, Marketing, STARLINK

Assessment Questions and Answers

Module 1 Assessment Questions and Answers

Question 1 (Multiple choice) - Points: 1By the end of this course, participants will:

Answer choices:

Describe characteristics of adult learners

Apply principles of adult learning to your courses

Define Andragogy

Describe principles of adult learning

All of the above

Solution: By the end of this course, participants will:

1. Define Andragogy.

2. Describe characteristics of adult learners.

3. Describe principles of adult learning.

4. Apply principles of adult learning to your courses.

Question 2 (True/False) - Points: 1Three challenges facing adult students are school and life responsibilities, accessibility, and cost.

True

False

Solution: 1. School and Life Responsibilities – The Balancing Act2. Accessibility3. Cost

Question 3 (True/False) - Points: 1Andragogy is a theory that holds a set of assumptions about how adults learn.

True

False

Question 4 (True/False) - Points: 1Adults have accumulated life experiences. Adults come to courses with experiences and knowledge indiverse areas. They tend to favor practical learning activities that enable them to draw on their priorskills and knowledge. Adults are realistic and have insights about what is likely to work and what isnot. They are readily able to relate new facts to past experiences and enjoy having their talents andknowledge explored in a teaching situation.

True

False

Question 5 (Multiple choice) - Points: 1Respect can be demonstrated to your student by:

Answer choices:

Discouraging expression of ideas, reasoning and feedback at every opportunity

Not taking interest

Acknowledging the wealth of experiences that the student brings to the placement

None of the above

Question 6 (True/False) - Points: 1The Impostor Syndrome is defined as a collection of feelings of inadequacy that persist even in face ofinformation that indicates that the opposite is true.

True

False

Solution:

The Impostor Syndrome is defined as a collection of feelings of inadequacy that persist even in face of information that indicates that the opposite is true.

Module 2 Assessment Questions and Answers

Question 1 (True/False) - Points: 1Experiential learning is sometimes understood to be the type of learning that occurs on a work placement when a student gets a chance to apply and practice what they have been learning in an educational setting.

True

False

Question 2 (True/False) - Points: 1The expression 'chalk-and-talk' (the teacher writes on a board and speaks while learners listen andlook and try to absorb facts) refers to a style of teaching or training which contains no experientiallearning.

True

False

Question 3 (Multiple choice) - Points: 1The three basic phases of Most experiential learning are:

Answer choices:

An experience or problem situation, a reflection phase, an application phase

An experience or problem situation, a thought phase, an application phase

An application phase, an encouraging phase, a problem situation phase

None of the above

Solution:

Most models of experiential learning are cyclical and have three basic phases: An experience or problem situation; A reflection phase - the learner analyses the experience and considers what has been learned; An application phase - the new insights are applied to a new problem situation or experience.

Question 4 (True/False) - Points: 1Actively discouraging learners to reflect on their experiences helps develop critical thinking skills.

True

False

Solution:

Actively encouraging learners to reflect on their experiences helps develop critical thinking skills.

Question 5 (Fill in the blank) - Points: 1__________ learning is learning to purposively question one's own assumptions, beliefs, feelings, and

perspectives in order to grow or mature personally and intellectually.

Possible correct answers are:

Transformative

Solution: Transformative learning is learning to purposively question one's own assumptions, beliefs, feelings, and perspectives in order to grow or mature personally and intellectually (Herod, 2002).

Module 3 Assessment Questions and Answers

Question 1 (Fill in the blank) - Points: 1According to Zull, “_______ is the foundation of learning.

Possible correct answers are:

Emotion

Solution: According to Zull, “Emotion is the foundation of learning . . . all regions of neocortex are enmeshed in networks of other neurons that secrete emotion chemicals.”

Question 2 (True/False) - Points: 1In their study of authentic learning, Purcell-Gates et al. (2000) found that use of authentic teachingmaterial resulted in a more effective transfer of learning from the classroom to adult learners’ dailylives in terms of frequency of reading and writing and/or types of texts read and written.

True

False

Question 3 (Multiple choice) - Points: 1Before launching a course, the learning provider or course organizers might wish to consider:

Answer choices:

Course Literature

Access

Premises

Pre, during and post course support

All of the above

Question 4 (True/False) - Points: 1Adult learners come to each learning event with a unique background of knowledge and experience.They are motivated to learn if the learning- Involves them in sharing what they know;- Builds on what they know;- Validates their expertise.

True

False

Question 5 (Multiple choice) - Points: 1Adult learners are busy, practical, and learn by doing. They learn best when:

Answer choices:

They don't participate actively in the learning process

There is no application for the learning

They can practice new skills or test new knowledge before leaving a learning session