Adult Learners:The Top Twenty

Cora M. Dzubak, Ph.D.ConceptPenn State Yorkcmd14@psu.edu

Jim Valkenburg, HBPENarrativeDelta Collegejcvalken@delta.edu

ATP 2007On-line Workshop

Agenda General learning

principles Adult learners Comparing the

ages The top twenty Facilitating the

adult learner FAQs Finis

Multi-sensory Learning(using learning styles wisely) How you put it in

is…

…how you get it out

A Brief Aside About Language

Language symbols Broca’ Area Wernicke’s Area

Symbols

Sign

sBroca Wernicke

Multi-sensory Learning(using learning styles wisely)

Multiple modes of sensory input (attention-concentration)

Multiple methods of processing (comprehension)

Multi-sensory Learning(using learning styles wisely) Multiple storage

sites (retention) Multiple access

(memory)

Prior Knowledge and Learning: Four Key Points

Making connections

Seeing relationships

Incorrect or partial prior knowledge.

Reluctance to change prior knowledge or beliefs.

T. Angelo-University of Akron

Diversity Among Adult Learners

Ages, abilities, goals, jobs, and life experiences

Educational backgrounds (GED - advanced degree)

Identities (personal, career, and educational)

Learning resources (reservoirs of experience)

Relating Class Content to Life Context

Pragmatic learners

Multiple roles Priorities

Values Purpose

Independence and Control

Voluntary and purposeful learners

Once the decision to return to school is made, motivation is high (if there is no “choice”)

Strong belief that education will contribute significantly to the future and career progress

Value choice and independent decision making

Comparing the AgesAdolescents

• other directed (social)

• dependent (passive)

• learn what they are told

• as a group, much alike

• concerned about length of time

Adults

• self directed (personal)

• autonomous (active)

• learn best when they perceive

applicable outcomes

• as a group, diverse

• concerned about effective use

of time

Comparing the Ages: Continued

Adolescents Limited experiential base

Generally learn quickly

Open to new information and readily adjust their views

Readiness to learn is linked to both academic and biological development

Adults Broad, rich experiential

base May learn more slowly,

but just as well or better More likely to reject or

“explain away” information that contradicts their beliefs

Readiness to learn is more directly linked to needs (depending on their roles and purpose for learning)

Comparing the Ages: Continued

Adolescents view learning as being

of future use externally motivated “loose” expectations

about learning

Adults more concerned about

immediate and functional use

internally motivated strong expectations

about applicability and use of information

The Top Twenty:What We Know About Adult Learners

Motivation

1. Engagement: generally willing to become actively engaged in learning

2. Purpose: see learning as a means to an end

3. Self esteem: is a strong secondary motivator for active engagement in learning

4. Life events: seek out learning experiences that coincide with life events such as a change in job

The Top Twenty

Curriculum

5. Integration: prefer to integrate new ideas and information with what they already know; associate old with new

6. Conflict: new information that conflicts with old is integrated more slowly (it forces re-evaluation)

7. Overlap: new information that has minimal conceptual overlap with what is already known is integrated more slowly

8. Interference: complex, fast paced, unique tasks interfere with learning

The Top TwentyCurriculum

9. Theory: prefer single concept or single theory courses that apply to current, relevant problems (compared with “survey” courses)

10. Speed: older adults might be slower in SOME psychomotor tasks than younger adults, but tend to be more accurate

11. Personalize: tend to take errors “personally” and are more likely to take fewer risks (comfortable with the “tried and true”)

12. Anchors: new concepts should be explained, or anchored, in different value sets and different stages of a process

The Top Twenty

Classroom

13. Self-directed: often prefer self-designed projects or activities over “group-learning” experiences

14. Control: tend to prefer projects in which they can choose the topic, control the pace, and practice

15. Environment: tend to be annoyed by long lectures and lack of opportunity to “practice”; use “hands on” activities

16. Expectations: prefer clear, concise expectations from the start

The Top Twenty

Classroom

17. Participation: encourage relevant discussions and sharing of “real-life” and practical experiences

18. Feedback: use open-ended questions and provide clarifying responses

19. Opinion: encourage opinions, multiple solutions, and opportunities for creativity

20. Behaviorism: “hands-on” activities used to apply theory

Keys to Facilitating Adult Learning

Set specific learning goals Combine knowledge with skills

(experience) Provide a “low risk” environment (non-

threatening) Create opportunities for active learning Review older, previously learned

information

Keys to Facilitating Adult Learning

Use multi-sensory teaching strategies

Maximize use of multiple intelligence

Establish “adult to adult” rapport

Recognize individual differences

Create opportunities for problem solving

Emphasize higher order thinking skills

Frequently Asked Questions

Q: Does our intelligence keep increasing as we age?

A: Intelligence appears relatively stable until our sixth or seventh decade.

Q: Does learning take longer as we age?

A: We need more time to learn new things as we age. However, when adults control the pace of learning they compensate for their lack of speed.

FAQ’s Continued

Q: Does memory decline as we age?

A: Long term memory does decline. Adults are not as able as younger learners in tests of recall but difference between older and younger learners in tests of recognition are small or nonexistent.

Q: Does “old learning” interfere with learning new information?

A: There tend to be problems reassessing old learning in order to accommodate new information, but that does not negate the possibility of it happening.

Thank you

Please go to the Discussion Board and complete the prompt you will find there about this module.

Thank you.