Learning Strategies for Adult Learners

Learning Strategies for Adult Learners

Adults do not learn in the same ways children learn. Traditional pedagogical approaches to teaching and learning are not always applicable to adults in learning environments. Teaching adults requires the implementation of special accommodations, an understanding of the ways in which adults learn, and some measure of flexibility and understanding for the efforts that adults make to continue in higher education. Adult learners are typically people with other pressing concerns, including work-related duties, family matters and financial obligations. In short, the adult learner has much more responsibility than simply sitting in a classroom and learning material. It is important for instructors, then, to recognize the unique ways in which adults learn, but also to provide the support, guidance and feedback to ensure each adult learner is successful in their chosen educational pursuits.

Learning is a group effort and knowledge is the collection of all learning. All learners, including adults, can benefit from the experiences of others. Working collaboratively affords adults the opportunity to become active in their own learning. Working in team groups, adult learners are able to communicate, experiment, and exchange information that is personally and/or professionally useful and relevant. In this way, the construction of knowledge is an active and reciprocal process. The reciprocity that occurs in collaborative working groups can, in turn, allow for a greater understanding and appreciation of the differences and diversity in all individuals.

Ruey (2010) observes that adult learning depends, in large measure, on the maturation and experiences of the adult student. Wang, Sierra & Folger (2003) believe that the goal of teaching adults must strive to help each adult become autonomous, independent thinkers. Because adults bring into the classroom a wealth of prior knowledge, experiences, and opinions, it is imperative that the facilitative instructor tap into this treasure trove to provide a community of learning. In this way, the adult is responsible for not only understanding course content, but to what degree this understanding is acquired.

Priest (2000) notes that adult learners, much like children, must be motivated and encouraged to continue with education and learning. This motivation might take the form of a congratulatory "good job" remark, of course, but it is equally important for adults to believe that the course curriculum is applicable to their own lives; that the content of a course benefits them in some measurable way. Adults, with other pressing obligations, tend to think in terms of "what can this do for me?" Toward this endeavor, instructors of adults should strive to make positive connections between and among all adult learners in a classroom. In this way, the classroom becomes a community of learners.

Knowles (1990) suggests that adult learners can learn more effectively when instructional goals and activities coincide with the adult learner's individual experiences. As autonomous and self-directed learners, adults must perceive that learning activities are student-based, rather than content-based; adults are then able to related course content to their own lives, providing a foundation for personal meaning. Instructor's, then, should strive to identify for adult learners exactly why course content is relevant and meaningful for the adult learner. Because adults have accumulated a lifetime of experiences and knowledge, it is imperative that the facilitator provide a forum for active participation among all students in the classroom. This allows for the collaborative learning environment essential for adult learners. However, this collaborative effort must remain goal-oriented; the adult student must understand how content is relevant for them, otherwise, adults may simply disregard information as superfluous and not meaningful.

Ota et al. (2006) identify several important strategies for facilitators when working collaboratively with adult learners. Firstly, as a knowledge transmission device, the lecture should present the course content and other important information, but should not exceed a 20 minute window; this helps learners focus on key concepts and ideas, but allows for some flexibility in scheduling (Ota et al., 2006). A second important teaching strategy for the adult facilitator is involves problem-based learning activities whereby students, presented with a unique anecdotal problem work collaboratively to reach viable solutions. The case study provides adult students with opportunities to work with various situations involving narratives to realize improved retention and recall (McKeachie, 2002). Silberman & Auerbach (1998) suggest that role playing games provide a venue for students to personally experience the emotion of a given situation as well as to practice the requisite skills necessary for knowledge acquisition. Similarly, Ota et al. (2006) identify the importance of educational games that are designed to mimic realistic problems in an effort to hone decision making abilities.

Conclusion:

The teacher of adult learners is then a facilitator for learning. The facilitator is responsible for promoting and cultivating collaboration not only among students, but also between students and the teacher, as all are adult learners. It is important for the instructor/facilitator, to provide a safe, nurturing, supportive environment that allows for the open expression of ideas and opinions among adult learners, so long as such expressions do not hinder or repress the ideas and opinions of other learners. In other words, it is important for facilitators to not only engage adult students in a variety of learning activities, but also to provide and promote an environment of acceptance and tolerance for the differences in others. As such the facilitator is responsible for fostering and promoting an atmosphere that allows for learner centered activities while simultaneously guaranteeing the respect and dignity of others in the learning process.