ERIC Digest No.
154
In discussing adult education, Knowles (1980,
1984) distinguished between teacher-centered and learner-centered instruction.
Adult learners need to be seen as mutual
partners in the learning endeavor (Merriam and Caffarella 1991).
Known as the andragogical model, the use of
learner-centered instruction-- and --is regularly championed in the literature
However, Merriam and Caffarella (ibid.) assert
that "adult learning in formal settings, for the most part, is still instructor
designed and directed" (p. 26).
ANDRAGOGY REVISITED
The following assumptions underlie Knowles'
(1984) andragogical model: --Adults tend to be self-directing.
--Adults have a rich reservoir of experience that can serve as a resource for
learning.
(Note, however, these experiences can be long but not deep and can make new
learning more difficult.)
--Since adults' readiness to learn is frequently affected by their need to know
or do something, they tend to have a life-, task-, or problem-centered
orientation to learning as opposed to a subject-matter orientation.
--In addition to gaining access to new employment or a pay raise adults also
focus on using their learning to help their families especially their children.
Collaborative
Learning
A logical outcome of these assumptions is the use of a collaborative
teaching model that involves the learners as partners (Knowles 1980).
Direction and Support
In some situations, learners may need direction because they do
not have the requisite skills and knowledge to be self-directed
Learners also may need support because
they lack confidence or are not committed to the learning endeavor.
The amount and nature of the direction and
support needs to be determined by each individual instructor
Even though learners may need both direction and
support, they can still be involved in designing and directing their learning in
meaningful ways.
ASSESSING LEARNER NEEDS
Adult learner involvement
in needs assessment initiates a partnership with the instructor.
Through needs assessment,
adults can identify their problem areas in relation to the course topics, (Cranton
1989). Vella (1994)
-
strength and weakness as a
learner
-
depth of background about
the subject
-
time available outside of
class to do work
-
study skills or habits
The key question is "How do we
listen to adult learners before we design a course for them, so that their
themes are heard and respected?" (ibid., p. 5).
For example—a sample of
learners who are representative of the class membership include using faxes,
telephones, electronic mail, and focus groups.
For multiple-session
programs, the course content could be negotiated during the first session.
CREATING AN EFFECTIVE ADULT LEARNING ENVIRONMENT
Support for adult learners is
provided through a learning environment that meets both their physical and
psychological needs.
Developing an atmosphere in
which adults feel both safe and challenged should be the goal (Cranton 1989;
Rogers 1989; Vella 1994).
Any anxieties learners might
have about appearing foolish or exposing themselves to failure should be eased.
Learners should not feel so
safe that they do not question their current assumptions or are not challenged
in other ways.
Instructors need to balance
being friendly with challenging learners (Rogers 1989).
An ideal adult learning
climate has a non-threatening, nonjudgmental atmosphere in which adults have
permission for and are expected to share in the responsibility for their
learning.
Suggestions include the following:
Consider informal furniture arrangements with
chairs in a circle or around a table and allow time for introductions, including
information about the instructor.
Even if the first session is devoted to needs
assessment and discussing learner expectations for the course, provide written
information about the course.
Assignments should be discussed at the outset
with the promise of a complete syllabus (incorporating learner input) at the
next session. (Adapted from Apps 1991.)
Incorporate Group
Work:
Well-designed group work can contribute to the
development of a collaborative, participative learning environment in which the
instructor is perceived as a partner.
Small group activities foster the development of
positive peer relationships, which frequently have a much greater influence on
learning than teacher-learner relationships.
Informal, spontaneous groups can be used for
short-term activities such as brainstorming; groups can also be formed around
ongoing projects.
Formal, ongoing groups often result in stronger
affiliation among members of the small group than among members of the whole
class.
Break the
Traditional Classroom Routine:
Deviating from the conventional practices
associated with classrooms can help create an effective adult learning
environment.
Example-- A potluck or snacks during a class
break can create opportunities for interaction and break down barriers
between instructors and learners.
Use Humor:
Humor, which must be incorporated into regular
classroom activities, can free creative capacities by providing novelty and
helping learners break out of ruts.
Humor can also help learners see the "human"
side of the instructor.
Support Opportunities for Individual Problem
Solving.
Adults have many responsibilities besides that
of learner and consequently may feel a sense of isolation in their student role.
If appropriate, instructors can encourage the
formation of study groups to link those learners who may wish this type of
support.
In addition, instructors should always be
available for individual conferences (Apps 1991).
PROVIDING EQUAL
OPPORTUNITY
A corollary of creating an
effective learning environment is providing an equitable learning environment.
Many adults--especially women,
the elderly, the less affluent, members of minority communities, persons with
disabilities, and the educationally disadvantaged--have not experienced support
or equality in the learning environment (These are their neuronal-networks
for school).
Instructors need to consider their attitudes
toward and knowledge about the variety of people they teach.
Their expectations, behavior, and language may
say something about the way they perceive people in general and the learners in
particular.
For example, do they respond differently to men
than to women, to younger students than to older adults?
Think Through the
Way to Present the Subjects or Topics:
The examples and images used should reflect and
acknowledge the diversity of learners and their experiences.
Engaging learners in the process of extending
beyond stereotypical or narrow examples can be another means of developing
partnerships.
Analyze their expectations for the potential of
learners to ensure that they are not based on an individual's membership in a
particular community.
REFERENCES
Apps, J. W. MASTERING THE
TEACHING OF ADULTS. Malabar, FL: Krieger, 1991.
Cranton, P. PLANNING INSTRUCTION FOR ADULT
LEARNERS. Middleton, OH: Wall and Emerson, 1989.
Daines, J.; Daines, C.; and Graham, B. ADULT
LEARNING, ADULT TEACHING. Nottingham, England: University of Nottingham, 1993.
(ED 361 597)
Knowles, M. S. THE MODERN PRACTICE OF ADULT
EDUCATION. REV. ED. Chicago: Association Press/Follett, 1980.
Knowles, M. S. "Introduction: The Art and
Science of Helping Adults Learn." In ANDRAGOGY IN ACTION: APPLYING MODERN
PRINCIPLES OF ADULT LEARNING, by M. S. Knowles et al. San Francisco: Jossey-Bass,
1984.
Merriam, S. B., and Caffarella, R. S. LEARNING
IN ADULTHOOD: A COMPREHENSIVE GUIDE. San Francisco: Jossey-Bass, 1991.
Pratt, D. D. "Andragogy as a Relational
Construct." ADULT EDUCATION QUARTERLY 38, no. 3 (Spring 1988): 160-172.
Rogers, J. ADULTS LEARNING. THIRD EDITION.
Philadelphia, PA: Open University Press, 1989.
Vella, J. LEARNING TO LISTEN. LEARNING TO TEACH:
THE POWER OF DIALOGUE IN EDUCATING ADULTS. San Francisco: Jossey-Bass, 1994.
Developed with funding from the Office of
Educational Research and Improvement, U.S. Department of Education, under
Contract No. RR93002001. Opinions expressed do not necessarily reflect the
position or policies of OERI or the Department. Digests may be freely
reproduced.
Title: Guidelines for Working with Adult Learners. ERIC Digest No. 154.
Document Type: Information Analyses---ERIC Information Analysis Products
(IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Descriptors: Adult Education, Adult Students, Andragogy, Classroom
Environment, Classroom Techniques, Educational Needs, Equal Education, Needs
Assessment, Teacher Student Relationship
Identifiers: ERIC Digests |
