Adult learning poses challenges that are unique to the learner -most definitively different than the challenges seen by the younger students. These challenges can be overcome, but they need to be recognized and identified before they can be addressed and solved.
First, what is adult learning? Simply stated it is any adult in any learning situation. Adult learning does NOT have to occur in the traditional classroom or simply on the grounds of higher education. Adult learning happens in the context of an apprenticeship, on the job training (OJT), in a traditional classroom, certification process for personal and professional development or even within a trade school. Adult learning will occur in a myriad of contexts.
However the learning happens or where it is encountered matters only partially to the challenges for adults. Part of the problem is in how the adult learns – an approach which is vastly different than for children, requiring different techniques and methodologies.
Take some time as an instructor and interview your students -individually or in a group setting. You will find that many of the following items will be a learning challenge for your learner. Not only this, but they will doubtless have several of these challenges. For instance, think of the single parent who is attempting to improve their financial possibilities and career opportunities by continuing their professional development. They may encounter time dilemmas, family responsibilities, doubt and even financial problems. Keep in mind that your adult learner will not find quick solutions to their challenges, but you can aid them in finding the resources they need.
Finances
This is a huge hindrance for learners of all age groups, but especially for the adult learner who may already be committed to a mortgage, child support, car payments, utilities, medical bills and a variety of other obligations. When a young student heads off to college, they can usually rely on the wisdom and help of their parents, loved ones and the resources on campus as others will automatically see a need.
The adult learner does not have these resources many times. Not only do they not have these resources, but many of the resources available to the younger student are not available to the adult. Additionally, as a society, we will look at the adult and expect them to be capable of meeting their needs. Rarely will we reach out to discover their needs.
Remember to aid them in financial aid. Help them to find resources in their community. Show them how their employer can help in mitigating the costs of professional development and certifications.
Support
Support seems to naturally flow from the previous topic. All learners need support. That simple. Yet, the adult learner holds a pride that may not be found in a younger student.
First, the adult learner will have few friends that will be in the same situation – returning to school or getting more education. In contrast, the younger student graduates from high school and a majority of their friends head off to college. Their conversations about school and coursework are common while the adult learner will find that his conversations with his friends may be more strained.
Additionally, as pointed out in the finances sections above, many services are geared toward the younger student – not the returning adult learner. The adult learner will need to figure out their own support systems. This is increasingly more challenging as they start their learning journey. One adult learner shared their excitement about joining a learning community on their campus – after receiving an auto-generated email with an invitation. Later, the learner discovered the invitation was really only for incoming, young freshmen who would live together, study together and be grouped together.
As an instructor, reach out to your adult learners. Discover what their needs may be. Is there another student in your classes that they could buddy up together? What resources does your campus or institution offer?
Age
This may seem silly to some, but age and ageism are barriers to the adult learner. Some may tease the adult learner about returning to get more education. One student in a certification program shared that at age 40 he was nicknamed grandpa. Although it was meant as a term of endearment, it simply made it more difficult for the adult learner to go to the required weekly night class.
Age also appears in the form of neuroplasticity. This is the way in which the brain makes connections and has the ability to grow through new connections and neurological pathways. These pathways either will grow stronger or weaker with age. Individuals who do not practice continuous learning will find their brains with less plasticity – leading to more difficulty in learning and retaining new information.
The solution is to not quit! Giving in and quitting to learn will only decrease the plasticity of the brain. As an instructor, share this information with your students. As a learner, challenge yourself on a journey of continuous improvement by setting a goal to learn something each day. Read a chapter per day. Create a bucket list of things to learn.
Time
I know. Everyone gets the same amount of time in a day. But the way an adult learner spends their time is quite different from the young learner. Older learners will have jobs – maybe even a full-time job. There may be a family to support. Some adult learners have small children or aging parents they are caring for. If you’re an adult learner, think of the responsibilities that tax your time.
As a single mother of five and pursuing my masters, I know that my time commitments were extensive. Studying often occurred in the car while waiting to pick up a child from school or practice.
Your adult learners will need to be creative about their time commitments and how they will balance their lives with their learning. As an instructor, have them record their schedule and activities for a few days. Then get together and help them to see where they can fit in small increments of studying time.
I liked hearing from one adult student who shared that he got up 15 minutes early which allowed him to go to work 15 minutes early. Every morning before work, he sat in the parking lot and read for class. Another student shared how they listened to their text in the car. Yet another adult learner kept all of their notes from class on 3×5 cards that they could keep in their pockets. When a few moments were allowed, they could pull out their notes to study.
There are many ideas. Be creative as a learner. Be supportive as an instructor.
Doubt
You may find a correlation between doubt and ageism, but not necessarily. Many learners will exhibit this trait. Why? There are many theories. Bad learning experiences. Failure. Age. Learning disabilities. A lack of self-esteem. Negative feedback.
It is difficult for a mentor, guide or teacher to discover the problem or root of the doubt. This may be a topic for the adult learner to approach with a therapist, but as an instructor, you can encourage them and guide them through a new journey of self-discovery. Have them ponder what life would have been like IF they had finished their degree as a young adult, received the certification, followed through on a learning opportunity. Then, share with them your passion and ask them to share yours.
There is a popular conversation between a man and his friend.
Man: “I was thinking that I might go back to school and finish my degree, but I think I am too old.”
Friend: “How old would you be if you did go back and finish?”
Man: “About 55 years old.”
Friend: “How old will you be in five years if you don’t go back and finish?”
Man, pondering: “55 years old.”
The point is that time will pass. It is just a matter of what we want to do with it.
Stress
Do not discount the amount of stress on an adult learner. This is a huge barrier. There are so many challenges and each adds stress. But stress itself becomes a barrier. Look for ways to aid the learner and to help them alleviate their burdens.
One student shared a stress of childcare with an instructor. The instructor heard the same complaint from another adult learner and introduced the two. The adult learners will able to manipulate their coursework to be able to trade childcare.
Look for options. Encourage. Uplift. Share burdens. Create a community and don’t be afraid to share your challenges.
Conflicting Information
As an adult learner, it is inevitable that they will encounter new information that is in exact opposition to what they learned when they were younger. This contradiction is stressful and overwhelming. The adult learner has to approach the new information and determine its validity which in necessity forces them to approach the falsehood of knowledge they’ve held true and dear for years. It is a shift in thinking. It is difficult. It is challenging.
Be patient with the adult learner. Do not get in a battle over the information. Invite the learner to speak with you in private later. Do not demean or cause the learner to feel disgraced in front of others, especially younger students.
Other Tips
Many ideas have been shared, but here are a few techniques to further aid the adult learner. Just remember patience and encouragement.
Goal setting – Have the learners keep in mind their goals. If they don’t have one, have them set one immediately. Put it where it can be seen. Recall the purpose!
Vision boards – Create a visual representation of their goals. For instance, if they are looking to get a new certification in HVAC to further their professional pursuits, they may want to keep a picture of the HVAC certification where they can see it daily.
Practical Application – Find ways to apply new knowledge. Applied knowledge will ‘stick’ while new knowledge that is not applied will quickly disappear.
Learning personalities – Evaluate the adult learner’s learning personality. Use your favorite theory – VARK, MBTI, etc. Help the adult learner to apply the information and devise the best study/learning methodologies to meet their unique personality needs. The best option is to learn the same information through several means – for example, the audio learner could also use reading to reinforce the learning.
Learn and relearn – How many times do you have to encounter new information before you can recall it? There are many different theories. But, don’t give up. Review. Review again. Try keeping those notes on 3×5 cards. Use annotated reading.
Being an adult learner is not always easy and certainly comes with its own challenges, but it is possible. Even encouraged. Learning should be a lifelong commitment; a pursuit for your daily life. Prepare to learn by knowing your challenges, the possible solutions and building on a foundation of your strengths.
By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.
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