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What Faculty should Understand about Adult Learners in an Online Environment Nancy Little Springfield College Nov. 7, 2012

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Page 1: Adult learners

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

Page 2: Adult learners

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.

Page 3: Adult learners

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).

Page 4: Adult learners

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.

Page 5: Adult learners

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.

Page 6: Adult learners

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.

Page 7: Adult learners

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.

Page 8: Adult learners

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.

Page 9: Adult learners

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.

Page 10: Adult learners

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.

Page 11: Adult learners

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.

Page 12: Adult learners

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.

Page 13: Adult learners

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.

Page 14: Adult learners

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.

Page 15: Adult learners

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.

Page 16: Adult learners

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.”

Page 17: Adult learners

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).

Page 18: Adult learners

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.

Page 19: Adult learners

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.

Page 20: Adult learners

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.

Page 21: Adult learners

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.

Page 22: Adult learners

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.

Page 23: Adult learners

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

Page 24: Adult learners

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

Page 25: Adult learners

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.

Page 26: Adult learners

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.

Page 27: Adult learners

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).

Page 28: Adult learners

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).

Page 29: Adult learners

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.

Page 30: Adult learners

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.

Page 31: Adult learners

Collaborative WorkCollaborative Work

Group projects are common.

Students really don’t like them.

Group projects are common.

Students really don’t like them.

Page 32: Adult learners

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.

Page 33: Adult learners

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.

Page 34: Adult learners

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.

Page 35: Adult learners

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?

Page 36: Adult 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!

Page 37: Adult learners

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