adult learners
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What Faculty should Understand about Adult Learners in an Online
Environment
What Faculty should Understand about Adult Learners in an Online
Environment
Nancy LittleSpringfield College
Nov. 7, 2012
Nancy LittleSpringfield College
Nov. 7, 2012
Agenda:Agenda:
Enrollment.
Characteristics of adult learners. Who are they?
Adult Learning Theory: Andragogy.
Online courses: benefits and challenges.
What faculty can do.
Enrollment.
Characteristics of adult learners. Who are they?
Adult Learning Theory: Andragogy.
Online courses: benefits and challenges.
What faculty can do.
EnrollmentEnrollment
Students age 25+ enrollment rose 42% between 2000 and 2010.
Enrollment of students age 25 + made up 43% of students in degree-granting institutions in 2010 (US Dept. of Ed., 2012).
Students age 25+ enrollment rose 42% between 2000 and 2010.
Enrollment of students age 25 + made up 43% of students in degree-granting institutions in 2010 (US Dept. of Ed., 2012).
EnrollmentEnrollment
The National Center for Education Statistics projects that students age 25 and older will continue to comprise 43% of undergraduate students in 2020.
Students age 35 and older comprise 18% of the student population.
The National Center for Education Statistics projects that students age 25 and older will continue to comprise 43% of undergraduate students in 2020.
Students age 35 and older comprise 18% of the student population.
Who are they?Who are they?
In recent years, adult learners are:
Workers who lost their jobs in the recession of 2008.
Veterans returning from Afghanistan and Iraq.
In recent years, adult learners are:
Workers who lost their jobs in the recession of 2008.
Veterans returning from Afghanistan and Iraq.
Adult Learners CharacteristicsAdult Learners Characteristics
Age 25 and older.
Delayed enrollment.
Attend part-time.
Have taken college courses.
Work full-time, 35 hours/week.
Age 25 and older.
Delayed enrollment.
Attend part-time.
Have taken college courses.
Work full-time, 35 hours/week.
Adult LearnersCharacteristicsAdult LearnersCharacteristics
Have dependents, children or elderly parents.
Are single parents.
Have a high school diploma or GED.
Are active duty military personnel.
Have dependents, children or elderly parents.
Are single parents.
Have a high school diploma or GED.
Are active duty military personnel.
Adult Learning TheoryAdult Learning Theory
Andragogy is a term coined by Malcom Knowles in the 1960s to distinguish between pedagogy, a learning theory applied to children and teenagers, and the learning needs of adults.
Andragogy is a term coined by Malcom Knowles in the 1960s to distinguish between pedagogy, a learning theory applied to children and teenagers, and the learning needs of adults.
Andragogy: four principles
Andragogy: four principles
They are self-directed, take responsibility for
their own actions, and resist having
information arbitrarily imposed on them.
They are self-directed, take responsibility for
their own actions, and resist having
information arbitrarily imposed on them.
Andragogy: four principles
Andragogy: four principles
They have an extensive depth of experience,
which serves as a critical component in the
foundation of their self identity.
They have an extensive depth of experience,
which serves as a critical component in the
foundation of their self identity.
Andragogy: four principles
Andragogy: four principles
They are ready to learn. As most adult
learners return to college voluntarily, they are
likely to actively engage in the learning
process.
They are ready to learn. As most adult
learners return to college voluntarily, they are
likely to actively engage in the learning
process.
Andragogy: four principles
Andragogy: four principles
They are task motivated. Adult students
returning to college attend for a specific goal
and the primary component of their
motivational drive tends to be internal.
They are task motivated. Adult students
returning to college attend for a specific goal
and the primary component of their
motivational drive tends to be internal.
Adult LearnersAdult Learners
Draw upon previous life and work experience, which enables reasoning and reflective thinking during the learning process.
Possess a healthy skepticism related to well established attitudes, beliefs, and values.
Draw upon previous life and work experience, which enables reasoning and reflective thinking during the learning process.
Possess a healthy skepticism related to well established attitudes, beliefs, and values.
Online CoursesOnline Courses
Students choose online courses for:
convenience.
flexibility.
ability to balance work, education, and home and family obligations.
Students choose online courses for:
convenience.
flexibility.
ability to balance work, education, and home and family obligations.
Online CoursesOnline Courses
The Pew Internet and American Life Project reports that 36% of adults over the age of 30 who graduated college took courses online.
The Pew Internet and American Life Project reports that 36% of adults over the age of 30 who graduated college took courses online.
Online CoursesOnline Courses
A Pew Internet and American Life Project survey says that,
“77% of college presidents report that their institutions now offer online courses, and college presidents predict substantial growth in online learning:
15% say most of their current undergraduate students have taken a class online,
50% predict that ten years from now most of their students will take classes online.”
A Pew Internet and American Life Project survey says that,
“77% of college presidents report that their institutions now offer online courses, and college presidents predict substantial growth in online learning:
15% say most of their current undergraduate students have taken a class online,
50% predict that ten years from now most of their students will take classes online.”
Online CoursesOnline Courses
89% of 4 year colleges offer online education.
91% of 2 year colleges offer online education (Parker, 2011).
89% of 4 year colleges offer online education.
91% of 2 year colleges offer online education (Parker, 2011).
Challenges of Online Courses
Challenges of Online Courses
Students experience negative emotions such as anger, frustration, confusion, boredom and isolation.
Technophobia.
High drop out rate.
68% of college students have a negative view of online courses and say it does not have the same value as face-to-face classroom setting.
Students experience negative emotions such as anger, frustration, confusion, boredom and isolation.
Technophobia.
High drop out rate.
68% of college students have a negative view of online courses and say it does not have the same value as face-to-face classroom setting.
More challengesMore challenges
Learning how to communicate by written discourse in an asynchonous manner (Zembylas 2008 ).
Lack of immediate feedback (Mouzakitis and Nazime, 2011).
Increased preparation time.
Problems managing time.
Learning how to communicate by written discourse in an asynchonous manner (Zembylas 2008 ).
Lack of immediate feedback (Mouzakitis and Nazime, 2011).
Increased preparation time.
Problems managing time.
What Faculty can do:What Faculty can do:
Become familiar with learning styles and comfortable with a variety of teaching strategies that address different learning styles.
Become familiar with learning styles and comfortable with a variety of teaching strategies that address different learning styles.
What Faculty can do:What Faculty can do:
Maintain large, easy to read fonts and clear bold colors (Cercone 2008).
Ensure students can move through the instruction at their own pace.
Allow students to review previous learning.
Maintain large, easy to read fonts and clear bold colors (Cercone 2008).
Ensure students can move through the instruction at their own pace.
Allow students to review previous learning.
V. A. R. K.V. A. R. K.
V= Visual. Learn best by observing, watching and seeing.
A= Aural. Learn through listening, discussing and talking.
R=Read/Write. Learn best by interacting with textual materials.
K=Kinesthetic. Learn best by doing.
V= Visual. Learn best by observing, watching and seeing.
A= Aural. Learn through listening, discussing and talking.
R=Read/Write. Learn best by interacting with textual materials.
K=Kinesthetic. Learn best by doing.
Activities to support visual learning style:
Activities to support visual learning style:
pictures
posters
slides
videos
flow charts
different color/font
graphs
pictures
posters
slides
videos
flow charts
different color/font
graphs
Activities to support aural learning style:
Activities to support aural learning style:
discussions with teacher/peer
debates
arguments
audio
video
music
seminars
discussions with teacher/peer
debates
arguments
audio
video
music
seminars
Activities to support Read/Write Learning Style:
Activities to support Read/Write Learning Style:
textbook readings/articles/handouts/notes.
written feedback.
Manuals.
Essays.
Bibliographies.
Dictionaries.
Glossaries.
textbook readings/articles/handouts/notes.
written feedback.
Manuals.
Essays.
Bibliographies.
Dictionaries.
Glossaries.
Activities to support Kinesthetic learning style:Activities to support Kinesthetic learning style:
Hands-on experiences.
Modeling.
Role play.
Physical activities.
Guest lecturers.
Real life experiences.
Demonstrations.
Hands-on experiences.
Modeling.
Role play.
Physical activities.
Guest lecturers.
Real life experiences.
Demonstrations.
PodcastingPodcasting
on-demand audio files that can be downloaded from the internet to a MP3 mobile device (Luna and Cullen 41).
on-demand audio files that can be downloaded from the internet to a MP3 mobile device (Luna and Cullen 41).
PodcastingPodcasting
“Instructors may want to consider podcasting as a medium to assist with learning, providing a structure for analysis or interpretation for content, thus fostering improved reflection” (Luna and Cullen, 2011, p. 44).
“Instructors may want to consider podcasting as a medium to assist with learning, providing a structure for analysis or interpretation for content, thus fostering improved reflection” (Luna and Cullen, 2011, p. 44).
PodcastingPodcasting
A study of graduate students revealed 50% of students accessed the podcast more than once, while only 31% read the unit material more than once.
A study of graduate students revealed 50% of students accessed the podcast more than once, while only 31% read the unit material more than once.
PodcastingPodcasting
75% of students would recommend that other students taking the course listen to the podcast.
Students took notes while listening.
Believed they were more productive.
76% agreed the podcast enhanced or clarified their understanding.
75% of students would recommend that other students taking the course listen to the podcast.
Students took notes while listening.
Believed they were more productive.
76% agreed the podcast enhanced or clarified their understanding.
Collaborative WorkCollaborative Work
Group projects are common.
Students really don’t like them.
Group projects are common.
Students really don’t like them.
Group ProjectsGroup Projects
Design group projects to address real-world problems.
Establish norms before group work begins.
Monitor group’s progress.
Design group projects to address real-world problems.
Establish norms before group work begins.
Monitor group’s progress.
Group ProjectsGroup Projects
Require groups to provide feedback.
Evaluate other group members.
Evaluate the group experience.
Require groups to provide feedback.
Evaluate other group members.
Evaluate the group experience.
Assist Students by:Assist Students by:
Re-evaluating assignment instructions and the frequency and type of guidance provided to online learners.
Provide examples of how students can best manage their time.
Include training on specific technical skills.
Re-evaluating assignment instructions and the frequency and type of guidance provided to online learners.
Provide examples of how students can best manage their time.
Include training on specific technical skills.
Different AssessmentsDifferent Assessments
Use different assessment tools for different learning styles.
Students with read/write learning style perform better on quizzes. How will you assess visual, aural and kinesthetic learners?
Use different assessment tools for different learning styles.
Students with read/write learning style perform better on quizzes. How will you assess visual, aural and kinesthetic learners?
Finally...Finally...
Remember that everyone is different.
Adults have jobs, families, and other duties beyond their coursework.
Adults want to learn and are motivated.
And they have life experience to contribute to the classroom whether it’s face-to-face or online!
Remember that everyone is different.
Adults have jobs, families, and other duties beyond their coursework.
Adults want to learn and are motivated.
And they have life experience to contribute to the classroom whether it’s face-to-face or online!
ReferencesReferences
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design." AACE Journal, 16 (2) 137-59.
Computer and internet use. (2010). United States Census Bureau. Retrieved November 3, 2012, from http://www.census.gov/hhes/computer/publications/2010.html
Kenner, C., & Weinerman, J. (2011). Adult learning theory: applications to non-traditional college students. Journal Of College Reading And Learning, 41(2), 87-96.
Luna, G., & Cullen, D. (2011). Podcasting as complement to graduate teaching: does it accommodate adult learning theories?. International
Journal Of Teaching And Learning In Higher Education, 23(1), 40-47.
McGrath, V. (2009). Reviewing the evidence on how adult students learn: an examination of Knowles' model of andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110.
Milheim, K. L. (2011). The role of adult education philosophy in facilitating the online classroom. Adult Learning, 22(2), 24-31.
Mouzakitis, G. S., & Tuncay, N. (2011). E-learning and lifelong learning. Turkish Online Journal Of Distance Education, 12(1), 166-173.
Oblinger, D. (2003). Boomers, gen-xers & millenials: understanding the new students. EduCause Review, 37-47.
Parker, K., Lenhart, A., and Moore, K. (2011). The digital revolution and higher education. Pew Research Center's Internet & American Life Project. Pew Research Center. Retrieved from: <http://www.pewinternet.org/Reports/2011/College-presidents.aspx
Rakap, S. (2010). Impacts of learning styles and computer skills on adult students' learning online. Turkish Online Journal Of Educational Technology - TOJET, 9(2), 108-115.
Scherling, S. E. (2011). Designing and fostering effective online group projects. Adult Learning, 22(2), 13-18.
U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 3 .
Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71-87. doi:10.1080/01587910802004852
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design." AACE Journal, 16 (2) 137-59.
Computer and internet use. (2010). United States Census Bureau. Retrieved November 3, 2012, from http://www.census.gov/hhes/computer/publications/2010.html
Kenner, C., & Weinerman, J. (2011). Adult learning theory: applications to non-traditional college students. Journal Of College Reading And Learning, 41(2), 87-96.
Luna, G., & Cullen, D. (2011). Podcasting as complement to graduate teaching: does it accommodate adult learning theories?. International
Journal Of Teaching And Learning In Higher Education, 23(1), 40-47.
McGrath, V. (2009). Reviewing the evidence on how adult students learn: an examination of Knowles' model of andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110.
Milheim, K. L. (2011). The role of adult education philosophy in facilitating the online classroom. Adult Learning, 22(2), 24-31.
Mouzakitis, G. S., & Tuncay, N. (2011). E-learning and lifelong learning. Turkish Online Journal Of Distance Education, 12(1), 166-173.
Oblinger, D. (2003). Boomers, gen-xers & millenials: understanding the new students. EduCause Review, 37-47.
Parker, K., Lenhart, A., and Moore, K. (2011). The digital revolution and higher education. Pew Research Center's Internet & American Life Project. Pew Research Center. Retrieved from: <http://www.pewinternet.org/Reports/2011/College-presidents.aspx
Rakap, S. (2010). Impacts of learning styles and computer skills on adult students' learning online. Turkish Online Journal Of Educational Technology - TOJET, 9(2), 108-115.
Scherling, S. E. (2011). Designing and fostering effective online group projects. Adult Learning, 22(2), 13-18.
U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 3 .
Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71-87. doi:10.1080/01587910802004852