Adult Learning

Adult Learning

How can the needs of the adult learners be met in an online environment?  In 1990, my boss told me that if I did not learn how to use the computer, it would start to negatively impact my performance evaluations.  I immediately signed up for my first computer training course and reluctantly entered a class on “How to Use the Computer.”  A decade later, I wondered why it took me so long before learning how to use the computer as it became indispensable to me.  It was the fear of the unknown.

In 1995, I struggled with learning how to become proficient in communicating using email.  At that time, I predicted that email would be a failure and would never really catch on.  I was wrong.  It was only a short five years later when I thought I could never do without email.

I am at the end of completing a 5-1/2-year 100% online doctoral program with Northcentral University.  I have learned to love the online approach to distance adult learning using the Internet and the virtual classroom.  Some new students who enroll in the various degree programs, however, have express their frustration with online learning.  I tell them that it will come to them in due time.

What are some of the challenges of working with adult learners?  Over 40 years ago, I purchased a distance-learning, correspondence law course from LaSalle University.  Being totally unprepared for such a non-brick-and-mortar method of education, I failed miserably.  It was a waste of $500 for the course.  In 1970 dollars, the $500 today would be a large sum.

There are two types of adult learners: extroverts and introverts.  Extroverts work better with people and in communicating verbally.  Hence, the brick-and-mortar (B&M), face-to-face classroom learning methodology suits them fine.  My wife fits within that category.  On the other hand, introverts (as I am) work better alone, prefer to write instead of talk (as they are more visually inclined as opposed to verbally or orally inclined), and enjoy working on the computer.  Why should I travel to a classroom on campus when I can learn better on my computer right in my own den at home?  That is the beauty of online learning.

Was the adult learning methodology utilized when you were earning your degree?   If not, what was your experience like?  I earned a second bachelor’s degree from Regent’s College (now called Excelsior College) in 1988, which is a non-traditional, distance-learning institution of higher education located in Albany, New York.  I took a series of College Level Examination Program (CLEP) and American College Testing (ACT) examinations in several subjects, passed them, and received 24 semester credit hours towards the degree.  Combining credit hours earned at nine other universities and colleges, I was able to qualify for the B.S. degree in general business in less than a year.  Subsequently, I enrolled in the MBA program at the University of La Verne and took B&M classes in night school to earn the MBA degree.

Which of the adult learner characteristics were addressed in your articles? How were those characteristics implemented?  Milheim (2011) addressed adult learner characteristics as self-directed need for learning, self-development and fulfillment of learner need, self-motivated, learner control, and critical thinking.  Milheim (2011) implemented these characteristics by focusing on three updated philosophies: humanism, critical-humanism, and emancipatory education.  LeNoue, Hall, and Eighmy (2011) addressed the following adult learner characteristics: readiness to learn, autonomous individuals, need to be self-directing, individualized adaptation and creation of content, and andragogy (learners actively create their own learning process).  They implement these characteristics using Web 2.0 technologies and social media tools such as email, Internet forums, blogs, Google groups, Wikipedia, Facebook, YouTube, Twitter, and mobile phones.  I use all of these social media tools.

References

LeNoue, M., Hall, T., & Eighmy, M. A. (2011, Spring). Adult education and  the social media revolution. Adult Learning, 22(2), pp. 4-12.

Milheim, K. L. (2011, Spring). The role of adult education philosophy in facilitating the online classroom. Adult Learning, 22(2), pp. 24-31.