Maximizing the Learning Experience for Adult Learners - Essay Example

Maximizing the Learning Experience for Adult Learners Maximizing the Learning Experience for Adult Learners Introduction Research reveals that learning can occur any age. However, people of different ages exhibit varying learning needs. Children are likely to learn much more easily and adapt to the learning experience. However, adults present more learning needs. For them to learn effectively, the educators need to address these needs and reinforce the desire to learn from them. Nurses charged with the role of being educators have to establish strategies that can help their adult learners benefit fully the learning experience. This paper will discuss ways in which an educator can maximize the learning experience of adult learners. Encouraging Autonomy Adult learners have unique attributes that affect the ways in which they learn. On reaching adulthood, an individual achieves autonomy and can exhibit self –direction. This aspect influences how they learn because they need to express their autonomy in the learning process. Therefore, an effective adult educator must have strategies of ensuring an involvement of the learners. For learners to express their autonomy in the learning process, it will be crucial for the educator to present them with an opportunity to contribute in the development of study objectives. Moreover, other avenues of engagement in the learning process such as group work and individual presentations will foster autonomy in the learners (Sharma, 2006:45). It is critical for adult educators to have facilitation skills as they will prove effective in providing the individuals with proper guidelines contrary to teaching. Autonomous adults will only need guidelines because they can endeavor in personal studies and research in order to advance knowledge. Moreover, autonomy will require adult learners to establish personal that conform to the objectives of the learning process. The learning experience must provide an avenue for the learners to find self-fulfillment through a successful pursuit of personal goals. Both patients and nurses require having a set of personal goals that can meet an individual’s personal learning needs. Therefore, an educator must exhibit competency in demonstrating the procedure of personal goal setting (Sharma, 2006:45). It is critical for an educator to emphasize the need for the learners to understand the significance of personal goals. In doing this, the educator must highlight the harmony between the class learning objectives and personal goals. Drawing out Learner’s Experience Adult learners approach the learning experience with a unique perspective. They anticipate for an opportunity to cooperate in their experiences into the learning process. For them, these experiences form part of the foundation in the learning process. The educator must possess the skill of drawing out relevant experiences from the learners and demonstrating their relevance to the study objectives. Although the range of experience may vary from the work environment, family and the social realm, it may exhibit relevance to the learning experience. The educators should strive to encourage the learners to decipher the relevance of such experiences to learning (Sharma, 2006:45). The educator must recognize the perception of the learners as they relate their experiences. The learner may need adjustment of perspective in relevance to the study objectives. This will require the educator to be aware of individual needs and strive to satisfy them. Such awareness will foster effective delivery of theories and concepts to meet the learner’s needs. Research reveals that relevance is very critical to adult learners. These individuals will choose to learn something that they consider relevant to their situations. The study objectives should relevantly address the responsibilities of the learners. An adult educator teaching nurse should design objectives that have the potential of imparting them with relevant information to improve their practice (English, 2012:67). It is reasonable for the educator to design learning objectives prior to the commencement of the teaching process. This will present the learners with an opportunity to see the objectives prior to the learning sessions. Upon seeing such, the learner can choose the objectives that prove to be more relevant to him or her. Moreover, it is essential for the educator to demonstrate to the learners how the designed objectives will adequately satisfy the personal goals of learners. Respect Adult learners exhibit the need for respect similar to other learners. Although children and teenagers need a measure of respect from their teachers, it is more critical for educators to accord adult learners a good measure of respect. The age difference between the educator and adult learners is usually minimal. The level of maturity and experience that these learners possess form a strong basis for the respect they deserve. An educator who respects adult learners creates a favorable learning environment (English, 2012:56). In return, he or she can be sure to receive the same measure of respect. An educator-teacher relationship cemented by respect is one of the factors that have the capacity of fostering effective learning. Respect should also move the educator to allow learners to express themselves as their opinion is essential. Motivating Learners Each individual undertaking a venture needs a level of motivation. Adult learners need a high level of motivation. In order to appreciate the potential of motivation in helping adult learners maximize their learning experience, the educator should identify the factors that moved the learner towards additional learning. Such knowledge will give the educator a foundation for the motivation. Motivation presents the learner with a stronger drive to achieve personal goals related to the learning process (English, 2012:67). Motivated learners often develop resilience and exhibit a desire to continue learning despite the surging challenges. The educator needs to motivate learners to form good social relationships with other learners. An association with other learners will present an open forum for the learners to share ideas. Adult learners need to satisfy the need for social support from other learners (Kyle, & Murray, 2008:45). Since adult learners often seek additional information and skills to improve the quality of services they offer. This is the case for nurses because there is an increasing need for increased competence in their practice. The nurse needs to have a focused view of his or her contribution to social welfare. Better nursing practice has the potential of giving the nurse a measure of satisfaction. Therefore, the realization that an additional learning experience is a step towards such fulfillment from better services is enough reason for the nurse to take learning challenges positively (Sharma, ‘The Future’, 2006:87). The educator should help the learners appreciate this reasoning. Moreover, the educator can highlight the fact that learning is an avenue for self advancement. The educator should learn to introduce breaks in delivering a discourse to avoid any monotony that would work against the learner. It is also essential for the educator to help the learner realize the need for seeking knowledge to aid in cognitive processes. The knowledge acquired by nurses from adult learning can help improve their cognitive capabilities. The educator should remind the learners on the benefits of acquiring knowledge. Understanding the Learner’s Learning Style It is critical for an educator to understanding clearly the preferred learning styles of the learners. Such an understanding will help the educator devise ways of reaching out to each learner. An educator who appreciates learning styles of the learners can enhance the learning experience. Educational research indicates that the teaching style should match the learning styles of learners (Kyle, & Murray, 2008:45). It may seem impossible to address all the learning styles altogether but the educator can strike a balance. For example, augmenting a discourse with charts can cater for both visual learners and those depending on hearing. Unless an educator devises a strategy of meeting the various learning needs of students, the learners cannot have the full benefits from the learning experience. Moreover, it is important for the educator to identify the personality differences of the learners. There are sixteen globally recognized personality styles. Each of the personality styles describes the strengths, weaknesses and attributes of the individual. A personality type takes into account different aspects of an individual’s life. Therefore, an educator who has knowledge on the personality types of learners can understand their behavior (Bastable, 2005:90). More importantly, the educator will understand the different ways that people of varying personality types think and react. With such understanding, the educator will have capacity of handling anything that comes up in the learning process. If the learners have the feeling that the educator understands them, they are likely to express their opinion freely, and get the best from learning sessions. When an educator understands both the personality and learning styles of the learner, the learning experience becomes more rewarding for both parties. Offering Personalized Learning Personalization is one of the concepts that many sectors have emphasized. Although its definition and possibilities depend on the area of interest, it has a place in adult education. An educator must realize the educational need of the learners. Personalized learning presents the learner with an opportunity to choose the learning objectives and contents that are in harmony with his or her need. This translates to the need for the educator to extend a level of choice to the learners (Bastable, 2005:90). Learners should have a level of control over the learning process. When the learner has a variety of choices and has the right to choose, then learning can be more rewarding. The educator should always realize that the adult learner needs a little space and freedom to participate in the learning process. Offering Reinforcement Although the adult learner needs space to make some decisions concerning the learning process, the educator needs to remember that the learners need a form of reinforcement that can exert a form of influence on the learner’s behavior. Psychological experiments have presented reliable evidence that reinforcement is effective in bringing about behavioral changes. The educator can choose the kinds of reinforcement depending on the circumstances of the learners. One of the options would be positive reinforcement that uses the power of a reward in bringing about behavior change. Positive reinforcement has presented remarkable effects in different sectors and can help adult learners. (Bastable, 2005:122) For example, an educator promising reward to the nurse presenting numerous improvements in the nursing practice can move many of the learners to exhibit the willingness to register a level of improvement. However, the educator should be wary so that the use of reward does not encourage negative competition. The reward system that the educator settles for should have the interests of the learners as a priority. On the other hand, the educator may use punishment as a form of reinforcement. This will translate to a denial of some privileges for learners who do not exhibit a certain behavioral code. Similar to reinforcement, there are both positive and negative types of punishment. The educator should understand the operant conditioning principle well before applying either reinforcement or punishment (Bastable, 2005:23). This is because all the types of conditioning function differently in altering behavior and an educator will require vast knowledge on the application. Moreover, the educator should be cautious enough not to end up frustrating or discouraging learners. Encouraging Retention of Information and Transference Presenting the learner with a vast volume of facts and information without encouraging him or her to retain the knowledge will amount to wasted resources (Harrington, & Terry, 2009:67). Therefore, the educator should devise ways of encouraging the learners to remember what they learn for a long period. This means that the educator should highlight to the learners that there is need for exerted effort on as a personal requirement. It is necessary for each learner to strive to retain information and be able to apply it in real practice. This translates to the aspect of transference of knowledge from theory to daily practice. The rate of transference depends on how much the learner retains from the studies. For the nurses, who are the interest in this paper, there is greater need for them to retain information and apply it in their daily practice. The knowledge acquired from the learning sessions should apply it in their daily practice. The knowledge acquired from the learning sessions should serve to inform practice. Transference occurs in several ways depending on the learner. One of the ways is through an association of the information learned with previous knowledge. An educator should encourage adult learners to strive towards creating an association between the new things tackled in the study objectives (Harrington, & Terry, 2009:67). In other cases, the educator may present information that exhibits patterns that the learner has seen in the past, making retention easier. It is important for an educator to encourage learners to apply information critical. Using the higher thinking faculty of being critical can help a learner involve cognition, increasing chances of retention. Practical Lessons In order for nurses to transfer what they learn and apply it in daily practice, there is need for the educator to use demonstrations and arrange for practical classes. Learning from practice is one aspect that determines the competence of nurses. The educator should augment discourses with numerous practical sessions (Fasokun, Kataboire, & Oduaran2005:34). This will present the nurse with first hand experience in applying nursing theories and principles. The educator should present practical assignments for groups and individuals. Practical assignments in groups give the learners an opportunity to share information. An educator should encourage participation of every individual in the group by requesting for task allocation results. It is also essential for each learner to handle practical sessions individually in order to gain competence and independence. The critical role played by nurses requires an individual with the capacity to work independently. Therefore, nurses must learn how to apply the information gained from the learning session in defining the decisions they make in their practice. Initiating Reflection It is important for an educator to appreciate the need for a reflection program. Reflection entails a habit of reserving time to analyze the efficiency with which an individual handled a duty within a specified period. Through self-examination, an individual reviews the approaches, challenges and achievements, analyzing them critically. Reflection is a self-assessment process that tries to rate the suitability and reliability of a nurse’s practice (Fasokun, Kataboire, & Oduaran2005:46). It helps an individual identify the gap between the theories of good nursing practice and its application. The nurse examines whether she used the appropriate approaches when handling a certain task. Moreover, an individual can brainstorm on the ways of improving the approach in future occurrences. Concerning challenges, the individual must identify potential strategies of dealing with similar situations. Through regular reflection, an individual can gain the momentum required to strive towards achieving personal goals. For adult learning to be effective, both the learner and the educator should adopt a regular reflection program. Such a program will present the educator with an opportunity of examining whether he or she manages to meet the learning needs of adult learners. Reflection can keep an educator focused on achieving set goals and study objectives(Fasokun, Kataboire, & Oduaran2005:89). Therefore, the educator has a constant reminder of his or her responsibilities. Reflection moves an educator to consider his efficiency and compels him or her to analyze situations and gauge whether he or she maximizes the learning experience of the learners. After an honest self-searching, the educator can identify the areas that need improvement. On the other hand, reflection is also an important aspect for the learner. It can help the learner realize whether he or she has been achieving personal goals (Jacobs, & Hundley, 2010:67). Moreover, it helps the learner identify precisely how he or she benefits from the learning experience. A learner should check his or her personal goals against achievements. Since adult learners are mature people who possess prior experience in self-assessment, they can maximize a reflection session. The educator should emphasize on the need for adopting regular reflection program. The educator may choose to discuss the benefits of reflection with learners and describe with his personal application of reflection. Through this, the learners will realize the significance of reflection. Reflection is a healthy way of self-criticism and creates personal awareness on the improvements needed. Assessment Programs Any learning process must have an assessment system that determines whether the learners have benefited from the study objectives. Adult learners are not any different and often require a system of assessment. The critical aspect in adult learning is devising an assessment system that has the capacity to determine whether learning was effective. When an educator is handling practicing nurses in a learning environment, the concept changes a little. Although the educator will want to assess whether the learners exhibit a good mastery of theories and facts, assessing whether the nurses can apply the theories in practice is more important. Therefore, an assessment for both an understanding of theories and their application in the nursing practice is essential (Jacobs, & Hundley, 2010:121). An educator should develop a high standard assessment program because adult learners need relevance in study designs, and assessment methods. An educator will have the responsibility of assessing individual and group work for all types of assignments. Treating Learner Equally Equality is one of the aspects emphasized in numerous welfares and social structures in society. The school setting is one of these social structures that need a level of equality. Adult learning centers also require a level of equality. Adult learners are conversant with their rights and expect fair treatment from the educator. Any unfairness could disrupt the peaceful learning environment by inducing competition and conflicts. An educator should be wary of fostering any form of misunderstanding or inequality. Therefore, he or she should consid3er fair treatment and equality as a guiding principle. Under all circumstances, the educators should demonstrate an application of fair standards to all learners. Avoiding bias in any assessment program will keep presenting the learners with a level of confidence in the educator. Fairness will foster positive growth in learning (Jacobs, & Hundley, 2010:45). Establishing a Healthy Learner-Educator Relationship A healthy relationship between the learners and the educator can enhance the learning process. Therefore, the educator should make efforts in building a healthy professional relationship with the learners because it is a worthwhile time investment. Although the educator should promote relationships that breach professional boundaries, he or she should encourage a level of openness from the learners. Openness will motivate the learners to discuss issues with the educator. Trust should augment openness, so that learners can confidently consult the educator when faced with difficulties. Adults value mature professional relationships, and this can motivate them towards learning. Providing Constructive Feedback Feedback is very critical in any learning forum. The educator should have the capacity of responding positively to issues raised by the learners (Lokanadha, 2007:78). As expected, learners will face challenges brought about by different factors. Often, learners will demonstrate inefficiency and incompetence in things that the educator has tackled. It is the responsibility of the educator to correct the mishaps of his or her learners. However, the approach used when giving feedback can affect the learner either negatively or positively. Therefore, the educator must realize the significance of providing constructive feedback to the learners. Constructive feedback should comprise an appreciation for the efforts and the willingness to learn. An appreciation will prepare the individual psychologically to accept the feedback. Moreover, the educators should offer such feedback respectfully. Constructive feedback should protect the ego of the learner, while bringing him or her into awareness of neither his nor her failings. An educator who offers constructive feedback fosters positive growth among his learners. Moreover, every aspect of adult learning should consider the opinion of the learner. Feedback should be timely in order to address learner’s learning needs, giving them sufficient time to correct their mistakes. Moreover, an educator should devise a way of offering feedback to the learners concerning their daily practice which is the most critical part of the nursing profession (Lokanadha, 2007:84). Therefore, the educator should balance the aspect of assessment described above and offering feedback. In the practical session, feedback may require a demonstrative feedback. A nurse will require practical illustrations of concepts that they have not mastered well. However, follow-ups on the learner’s progress will prove essential even outside the practical laboratories. An educator should arrange for frequent reviews that present an opportunity for offering feedback. Adequate Preparation For any study to be successful, both the educator and adult learners should undertake adequate preparation. For the educator, preparation will require him or her to gather adequate sources of information. Therefore, he or she should consult numerous reliable sources. Preparation should be thorough because adults have more expectations considering they bring into the learning experience remarkable experience (Nelson, Nelson, & Public Library Association, 2008:45). In order to prepare sufficiently, the educator should proactively consider the learning styles and needs of the learners. From such a perspective, the educator can prepare relevant materials such as charts and other visuals. Initial preparation for the learner will involve having the appropriate mindset towards the learning process (Fasokun, Kataboire, & Oduaran2005:89). A proper mindset coupled with an understanding of the study objectives forms a strong basis for effective learning. Moreover, learners may need to consider the learning materials prior to the learning. Such proactive acting can serve to increase the rate at which the learners can associate what they learn with previous knowledge. Conclusion Adults present more learning needs. For them to learn effectively, the educators need to address these needs and reinforce the desire to learn from them. Nurses charged with the role of being educators have to establish strategies that can help their adult learners benefit fully the learning experience. If an educator addresses all the mentioned issues properly, adult learners can able to reap maximum benefits from the learning process. On reaching adulthood, an individual achieves autonomy and can exhibit self–direction. This aspect influences how they learn because they need to express their autonomy in the learning process. References Bastable, S. B. (2005). Essentials of patient education. Sudbury, Mass: Jones and Bartlett Publishers. English, L. M. (2012). 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(2006). The future of the learning world. New Delhi: Sarup & Sons. Read More