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Misconceptions of the adult learner

Misconceptions of the adult learner . Jennifer Scholler EDU 643 Anne Harrington . misconceptions. Adult learners are sixty and under All adult learners will be successful students Children and adults can be taught in the same ways. No boundary of age. Misconception:

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Misconceptions of the adult learner

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  1. Misconceptions of the adult learner Jennifer Scholler EDU 643 Anne Harrington

  2. misconceptions • Adult learners are sixty and under • All adult learners will be successful students • Children and adults can be taught in the same ways

  3. No boundary of age Misconception: • Sixty too old to learn • Biological aging hinders ability to learn • No desire for sixty year old to learn • New Understanding: • Seventeen and older • Senior citizens have full capabilities to partake in educational activities • Informal learning is still learning • Eighty percent of population partake in informal learning • Tuition free, audit courses for senior citizens

  4. Not all adult learners will be successful Adult learners think they will be successful because of extrinsic or intrinsic motivation • Being an adult learner is: • Difficult, hard-work, and requires the ability to be self-directed • Obstacles arise: • Education is a secondary role • Job, family and life barriers

  5. Challenge to learners • Transformational learningis about change • Changing what is already known, behavior, and lifestyle • Exhilarating or traumatic and overwhelming • Need to become self-directed • “To plan, control and evaluate their own learning” (Terry, 2006, p. 29). • Adult learners can become more self-directed with professor’s help • Garrison’s Model of Self- Directed Learning self-management, self-monitoring, self-motivation self-directed learner

  6. pedagogy vs. andragogy children and adults do not learn the same way Pedagogy – the art and science of helping children learn Andragogy – the art and science of helping adults learn (Merriam, Caffarella & Baumgarnter, 2007).

  7. andragogy • Rich life experiences • Self-identity • Utilization of experiences in classroom • Will make adults feel respected and valued • Need to know why they need to learn something • Allows for active learning • Make relevant to real life situations • Readiness to learn unlike children Problem centered learning Hands on learning Experiential learning

  8. summary • No age limit on learners • Learning occurs in all different contexts • Adult learners are successful with hard-work, dedication, and the ability to be self-directed • Adult learners have a readiness to learn, want to know why they need to learn something, motivation, and rich experiences to bring to the classroom

  9. references Karge B, Phillips K, Jessee T, McCabe M. Effective strategies for engaging adult learners. Journal Of College Teaching & Learning [serial online]. December 2011;8(12):53-56. Available from: Education Research Complete, Ipswich, MA. Accessed August 16, 2013. Kimmel, S. B., Gaylor, K. P., Ray Grubbs, M. M., & Bryan Hayes, J. J. (2012). Good times to hard times: An examination of adult learners' enrollment from 2004-2010. Journal Of Behavioral & Applied Management, 14(1), 18-38. McGrath V. 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 [serial online]. January 1, 2009;99-110. Available from: ERIC, Ipswich, MA. Accessed August 14, 2013. Merriam,S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood, a comprehensive guide. (3rd ed.). San Francisco: Jossey-Bass. Northern Illinois University. (n.d.). Experiential learning. Retrieved from http://www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf RequejoOsorio, A. (2008). The learning of the elderly and the profile of the adult educator. Convergence, 41(2-3), 155-172. Terry, M. (2006). Self-directed learning by undereducated adults. Educational Research Quarterly, 29(4), 29-39. Willans, J., & Seary, K. (2011). "I feel like I'm being hit from all directions": Enduring the bombardment as a mature-age learner returning to formal learning. Australian Journal Of Adult Learning, 51(1), 119-142. Worthen, C., & Jefferson, J. (n.d.). The non-traditional student: myths and misconceptions what really work. Retrieved from http://ahea.org/files/pro2009worthen.pdf

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