Adult Education Learning Experiences

Teaching Adults Using Motivating Strategies and Techniques

Sep 21, 2009 David R. Wetzel

15 factors which influence adult learning, course design, and classroom teaching are presented and discussed providing strategies for supporting continuing education.

When teaching adult education classes, instructors often perceive that adults learn differently than other age groups. Often instructors believe that adults are significantly more intellectually curious, motivated to learn, willing to take more responsibility for their own learning, and willing to work hard. In reality this is typically not the case; however, adults respond more proactively when instructors use motivating strategies and techniques.

In adult education, often instructors structure a learning experience centered on requiring adults to sit in classes primarily focused on lecture and note taking. However, teaching adults requires more of a learner centered approach which involves the students in the teaching and learning process. Adults need the freedom to ask questions, receive feedback, consider prior knowledge and experiences, and be taught using strategies that address their learning behaviors.

Adult Learning: Motivation to Learn

Just like pre-adults, adult learning is influenced by both positive and negative motivational factors. These factors are subject to life changing events in their personal life, positive career events, and negative career events. The following are three motivational factors instructors must consider when teaching adults.

1. Adults seeking a new learning experience are motivated by the usefulness of the knowledge or skill gained. They view learning as a means to an end and not an end in itself.
2. Increasing their self-esteem and pleasure are strong motivational factors, which are secondary to the learning experience.
3. Adults typically engage in learning experiences once a change in their life is certain. One example is when adult learners seek continuing education because of the necessity to change careers when they are laid off from their current job.

Course Design: Addressing Adult Learning Behaviors

Adult education requires instructors follow a course design that involves students in the learning process. However, the course must not rely heavily on lecture and little or no self-directed activities. The following are six factors instructors must consider when designing courses.

1. Adult learners are not interested in survey courses; they prefer courses which focus on applications of specific concepts addressing relevant problems. These problems must be applicable to course content and their lives.
2. Course content information must have applications which allow adults to use the information in realistic situations, along with being threaded throughout the course to support retention. These learners prefer a how-to learning experience and with detailed application procedures.
3. Conceptual overlap is acquired slowly if information is not connected with prior knowledge and experiences.
4. Concepts must be explained and used in more than one context to address adult learning styles.
5. The use of online course material for readings, viewing videos, e-mail communication with instructor, and current information is essential in adult learning. These learners want to be able to communicate and feel the information is relevant today’s world in which they live. This is similar to the views and beliefs of pre-adults.
6. Adults prefer that self-direction does not mean isolation from groups or face-to-face meetings.

Classroom Teaching: Strategies and Techniques

Classroom teaching strategies and techniques must focus on engaging learners by using a student-centered approach. Many adults continuing their education retain negative learning experiences involving large lecture halls, endless note taking, and instructors lecturing straight from a textbook in earlier college or training courses. Adults also seek a learning environment which considers their personal and prior knowledge or experiences. The following are six factors which instructors must consider.

1. Adult learners come to class with predetermined expectations and it is essential that these expectations are clarified and articulated prior to beginning course content.
2. Instructors must be willing to give a lot of control to students through student-centered learning. In reality they actually retain control of the class. Instructors accomplish this control through student presentations, debates and discussion, sharing of relevant experiences, and the clock.
3. The use of open-ended questions encourage greater student sharing of knowledge and experiences.
4. Integration of new knowledge and skills require transition time, along with focused applications.
5. Multiple strategies and techniques are essential for matching instruction and learning tasks to address student learning styles.
6. An instructor is the class facilitator protecting minority opinion, keeping disagreements civil, and making connections between ideas. The instructor must remind students that there is more than one potential solution to a problem.

Making Connections: Adult Education and Learning Experiences

Adult learners want a learning experience that is problem-oriented, personalized, accepting of their need for self-direction, and student-centered. Adult education resembles pre-adult education in many ways. Adults come to class with a variety of personal knowledge and experiences, along with the fact that they are not pressed from the same mold. All adults have different learning styles and instructors must address these factors in their courses to support adult learning.

The copyright of the article Adult Education Learning Experiences in Continuing Education is owned by David R. Wetzel. Permission to republish Adult Education Learning Experiences in print or online must be granted by the author in writing.

Adult Education Learning Experiences

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