Motivating Adult Learners - Essay Example

Essay, Other Topic: Motivating Adult learners/ in the paper what I learnabout adult learning. Introduction to Adult Learning Adult Learning program concerns an individual who has failed to take education at the right time either due to lack of opportunities or for financial constraints. Here is an opportunity for the adult learner to correct his past mistakes and take to the path of transformation. Perceptions on adult learning have changed radically over the decades. Adult learning has been viewed as a process of being freed from the subjugation of uneducated, a means of acquisition of knowledge and skills, a way to fulfill learner needs, and a process of critical self-reflection that can lead to overhaul existing dormant processes of life. It is impossible to define the starting point of adult learning. The expanse of adult learning is enormously broad and its fuller picture is in the process of evolving. Adult Development Theory and its Implications for Practice: Contextual / Sociocultural Approach The contextual / sociocultural perspective on development works from the point of view that adult development cannot be understood apart from the socio-historical context in which it occurs (Miller, 1993). People are inseparable parts of the context in which they live. Culture impacts the thinking process of the people and the developmental stance takes off and progresses accordingly. Different cultures highlight different kinds of tools on account different cultural practices and values. The dispositions of the people molds accordingly. Some such socio-cultural elements that impact adult development are class, race, ethnicity and sexual orientation. The conglomeration of these factors contributes to adult development and learning. Common experiences shape the persistence for higher education and the discrimination affects their saga of education. Speaking about the influence of racism and sexism in their lives, Johnson-Bailey notes, "Racism and sexism impact the educational experiences of Black women in many ways. As Blacks, they are thought to be intellectually and morally inferior. As women, they are held to task for the alleged inadequacy of their genders intellect” (p. 91). The discriminatory forces in the society impact their development and style of functioning. Instructors of such students strive that their students should gain increasing knowledge about integration and higher level of understanding to enable them to join the mainstream society through proper reflection and discussion to enable them to understand the true causes of discrimination, the need to respect differences and diversity. Intelligence and Adult Development Prior to intelligence is taken as a factor of Adult Development, it is necessary to know the measuring yardstick of what intelligence is. "Intelligence has been most often studies from the psychometric tradition which assumes that it is a measurable construct" (Merriam & Caffarella, 1999, p. 170). Many ancillary questions arise related to intelligence: Does it exist? Can it be measured and how? Do we gain anything by measuring it? Does intelligence consist of one factor or is it the conglomeration of several factors? Are there different categories of intelligence? Is intelligence inborn or is there a process of its gradual growth? Does culture has anything to do with intelligence? All these issues surface in the procedure of Adult Learning program. Learning Process and Aging Physical and intellectual changes happen as in individual ages, and this is an important aspect as it can impact learning. The reaction of the older learners is slow as compared to younger learners. Adults have better control on learning and successfully recompense for lack of speed and learn new things well. Eyesight generally declines from the age 18 to 40. After 40 the debility is sharp for the next 15 years but after age 55 the declining process slows down. P. Cross argues “Around age 70 our hearing begins to decline sharply and we begin experiencing problems with pitch, volume, and rate of response. Loss of hearing can be compensated for through the use of hearing aids, but often older learners may be embarrassed by their hearing loss and feel less confident. This decline in confidence can become a greater hindrance to learning than the physical disability.” (1981) As for sensory and short-term memory, the changes are minimal but long term memory drops. Few changes have been found in both sensory and short-term memory as we age, but long term memory declines. Older adults have a harder time obtaining and reclaiming information and they experience difficulties in consolidating new material and in its dispensation. Older adults are not as able as younger learners in tests of recollection, but the differences between older and younger learners in tests of recognition are minor or absent. “When contextual learning approaches are used, fewer declines are found in the memory process as we age. The greatest problems with memory for older learners occur with meaningless learning, complex learning, and the learning of new things that require reassessment of old learning”. (1991)Adult are affected by developmental stages just as children do. There are marked variations in the developmental changes the children go through and adults also go through similar stages in the process of learning. They can be clustered “chronologically or sociologically”. Sociologically defined roles are different in different countries, ethnic and religious groups. Both life-cycle phases and developmental stages need to be taken into consideration. Special consideration needs to be given to impermanent times between the eras and focuses on the “patterns of building, breaking, and rebuilding” of mens lives as they age. Series of transformations take place. The needs of the adults are special and different as compared to children. Adult learning techniques have been introduced recently and its syllabus is new. The pioneer in the field of adult learning is Malcom Knowles. Some of the characteristics of the adult learners are: Adults are self-governing and self-directed. They need to be free to find the direction of self-choice. The role of the teachers is like the facilitator and they must watch the moods and innovations of the adult learners in the process of their efforts to improve their lot in life through the learning process. The teachers should remember that in the college of self-education (practical experience of life) they are well-versed; often their expertise is more than that of their teachers. They missed the procedural goals set forth by the society and in the process denied themselves the opportunities available in the field of education and now they have come forward as adult learners. They have a hidden grudge against the society for which the society and the concerned adult learner must share the blame. By now they must have fixed learning projects that reflect their interests. As such adult learners need to be given scope to assume responsibility for preparing presentations and group leadership. It becomes the duty of the facilitator to gather the knowledge already within them and bring it to the fore, for the maximum advantage of the adult learner. Class is the starting point for them to achieve their goals and the instructor is the witness. The adult learner should be encouraged to make a personal goals sheet. Application of theory in places of worship and workplaces What is theory after all? Theory is other man’s experience. Every adult learner is an individual of experience and expertise in his chosen field and he does not know under which theory his experience is liable to be accounted for. They have the foundation of experience in life which is the unique part of their life. They are rich and backed well with the knowledge of handling the family responsibilities. Some of them might have previous education. The job of the instructor is to connect their knowledge assets to the present level of learning. From their versatile experience-base, the instructor should identify and draw out what is relevant to the present system of learning to which he is required to get the exposure. They must be made aware how their experience is relevant to the theories and concepts scientifically designed by the authors of the books and other literature on the subject. Most of the adult learners are goal oriented. They have arrived at the adult learning center and enrolled for the specific course with known objectives. As such they would like to be interested in such a program with clearly defined goals. It is the duty of the instructor to let them know that the course which they are taking is in tandem with their requirements. This exercise needs to be carried out by the instructors in the beginning of the adult education program so that the participant is sure wherefore he is heading. Adults have arrived late on the scene. They have no time to waste and relevancy is important part of their educational goals. They have come with a strong reason for learning. In all probably they are attached to a workplace and their learning is related to advancement of career goals and they are going to take up additional responsibilities which are of significance to them in their life. As such the participant must be given adequate space to choose their own interests. The knowledge gaining process has a practical meaning for the adults. They have not come to the adult learning center merely to added suffixes of educational degrees after their names, though it is the part of the procedure. The instructors must tell them clearly as to how the lessons will be useful to them in their practical life in their office and workshop or what may be their area of operation including religious institutions/NGOs etc. Adults are practical individuals and remain focused and have no time to get indulged in doubtful experiments, the results of which are unsure. The adults are not mere students, they have arrived on the scene with the wealth of experience as such they deserve respect in and outside the classroom. They should be allowed voice the highlights of their experiences and encouraged to give opinions and the instructor for sure, has something to learn from each adult learner. As for his part of teaching, an instructor needs to understand constantly how an adult can learn best in the circumstances that he is placed in. The learning process should be drafted in a problem-based style and it should be collaborative in a give and take spirit. The Instructor is first among the equals of adult learners. The entire process of adult learning is to help the adults to learn. As compared to the school students, adult learners have hardened attitudes towards life, and it affects their learning process and skills. They will resist imposition of information. As adult learners are responsible individuals, they will need less direct supervision as they are more responsible and their self-interest is bound to guide them on the proper course as for their attitude towards learning. Their thought and opinions are matured and experience based. They have latent capacity of enquiry and the job of the instructor is just to kindle the fire to provide them with the right type of inspiration. The Instructor must acknowledge the necessity of goal completion quickly. Works Cited Cross, P. (1981). Adults as Learners. San Francisco: Jossey-Bass, 152-185. Johnson-Bailey, J. (2001). Sistahs in College: Making a Way Out of No Way. Malabar, FL: Krieger. Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco: Jossey-Bass, 159- 180. Miller, P. (1993). Theories of Developmental Psychology (3rd ed.). New York: W. H. Freeman. Read More