Smith and Cardaciotto (2011) shares the five assumptions regarding the adult learner in the practice of teaching adults (andragogy – a theory developed by Malcolm Knowles in 1968). First, an adult learner must possess a self-awareness which will allow him to direct his learning. Second, experience (Fischer & Scharff, 2010) of a mature learner is essential to a reservoir to draw on for learning. Third, a person must possess a readiness to learn. Fourth, learning moves from subject centered learning to problem centered learning. Fifth, an individual must be 
motivated to learn.
Many adults fail at the ability to learn and feel incapable of succeeding in a learning capability because they have encountered too many obstacles for which they have no ability to overcome. They have experienced many failures and roadblocks to their learning in which they were not given a successful result or method to overcome the roadblocks. These negative experiences then lead to a belief that they are unable to learn.
Additionally, these obstacles are compounded by the lack of traditional guidance services to assist them when returning to a formal educational setting. Many adult students also exhibit a greater fear of failure and need to be directed or guided to positive learning experience. Adults need opportunities to recall positive learning experiences that allow them to appear successful in the eyes of others. Adults “do not want to fail in the presence of their friends and family. These barriers to success often interfere with the adult student striving to become self-directed” (Guglielmino, 2006, p 2).
An adult learner must possess a self-awareness which will allow him to direct his learning.
Self-awareness is a conscious knowledge of one’s own character, feelings, motives, and desires.
The adult learner is unlike a child. A child will generally comply to the needs and demands of the authority figure. In contrast, the adult learner needs to have a self-awareness that will guide them in their learning. The adult learner will need to understand their character or personality attributes, their feelings and their motives for learning.
As a mentor, guide or teacher, the best way to aid an adult learner to develop this self-awareness is to ask your learner what their emotions and feelings are. Aid them in identifying these emotions. Recall that there are not right or wrong emotions. All emotions are valid. Demonstrate to your learners how you identify your emotions and motives to learning.
For example, as an instructor, you may verbalize to your learners, “Part of my job requires that I take classes to keep current in my field. I don’t mind learning something new, but I get frustrated when I have to keep learning the same information. It makes me feel like a child that cannot remember important information.”
Also, help your adult students to identify their strengths and weaknesses. For example, one adult learner quickly shared that they are great at logical problems and problem-solving, but their ability to master language skills such as writing is very difficult.
Experience of a mature learner is essential to a reservoir to draw on for learning (Fischer & Scharff, 2010).
It is essential to the successful retention of knowledge for the adult learner to use transference. Transference is simply the ability to transfer knowledge into applicable information – being able to take knowledge and apply it in varying situations. The greatest method of encouraging transference is through the connection of new information to previous knowledge. This is also called webbing.
There are easy ways to encourage this type of connection. Formal methods include brainstorming and the K-W-L charts. However, with adults, never underestimate the power of simply conversation. As groups get more familiar with each other, they will begin to be more open and share more.
Some ways to initiate a conversation to create these connections are:
- Have you seen something similar to this? When? How?
- How have you learned before?
- What does this remind you of?
- How can you use this new information?
A person must possess a readiness to learn.
This is true of all learners. They must be ready to learn. The greatest point to recall here is the barriers in adult learning. Unlike children, adults come with a variety of barriers that are not seen in the child. These barriers include responsibilities, age and confidence.
Responsibilities of the adult learner are varied. These responsibilities may include financial obligations, family responsibilities, job requirements, and even time restraints. Age is simply the barrier of being older than other students in the same learning environment. Many adult students feel this barrier and are immobilized or intimidated by being surrounded by the youth of younger students. Much of this is related to the neuroplasticity of the older brain and a pre-conceived feeling that it may be too difficult to learn as one ages. Lastly looking at confidence, the adult may feel a sense of fear, a fear of inadequacy or failure.
All of this relates to the adult’s readiness to learn in that the adult learner must address these barriers and come to terms with them. The instructor, mentor or guide can aid the adult learner in recognizing the barriers and finding ways to overcome them.
Learning moves from subject centered learning to problem centered learning.
Subject centered learning is simply learning that is centered around learning a subject matter or curricula. Generally, this type of learning is taught by a subject matter expert. Also, learning is siloed. The best example of this type of learning occurs in the high school environment as a student moves from a math class to an English course. Neither topic will be addressed in either case – meaning the English teacher will not mention math.
Problem centered learning is more application in nature. The student will learn knowledge and information with the direct purpose of applying it in a problem-solving situation.
As an adult learner, it is best to apply a problem centered approach than to focus on a subject matter approach to learning. Learners will acquire a deeper more concrete learning through the active exploration of real-world applications. However, it is essential to integrate reflection opportunities into this process. Also, do not discount the power of learning in groups and teams to encourage the integration and application of the new information.
An individual must be motivated to learn.
Adult learners have several reasons to be motivated to learn:
- Social – to create networking opportunities, socialize, friendship and create new associations
- Community – creating opportunities to serve one’s community
- Expectations – requirements made by an authority figure such as a certification for one’s career
- Personal – personal advancement to attain higher career levels, job status and to stay current in one’s profession
- Stimulation – simply to have new challenges in one’s life, disrupt routine or to escape boredom
- Cognitive interest – curiosity, learning simply to learn something
As an instructor addresses each of these five assumptions learning becomes more fertile for the adult learner just as a soil prepared for planting increases the quality and quantity of the plants.
Sources:
Fischer, G. & Scharff, E. (2010). Learning technologies in support of self-directed learning. Retrieved from www-jime.open.ac.uk/98/4/fischer-98–4-paper.html
Guglielmino, L. (2006). Promoting Self-Directed Learning for the Florida GED PLUS Student. Retrieved from www.floridatechnet.org/gedplus/2006Institute/SuccessfulDistanceLearning/PromotingSelfDirectedLearning2.pdf
Knowles, M. (1975). Self-directed learning: a guide for learners and teachers. Parsippany, New Jersey: Globe Fearon Press.
Smith, C.V. and Cardaciotto, L. (2011). Is Active Learning like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes. Journal of Scholarship of Teaching and Learning, 11(1), 53-61.
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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