Adult Education: Effective Teaching Methods Qualitative Research

Outline

Thesis: Adult learning educators can employ transformative learning theory that is characterized by reflection and context, which is crucial for development of effective teaching methods.

Introduction

• Adult learning has acquired a lot of attention due to increasing numbers of adult students in US educational establishments.
• Educators have focused on peculiarities of adult learners to develop an effective theoretical paradigm and particular teaching methods.

The Three Basics of the Effective Framework

• Context-based learning is one of peculiarities of adult learners who try to develop links between their previous experiences and new information as well as teaching and learning methods employed.
• Autonomy is another peculiarity of adult learners as these students (due to their experience and background) are goal-oriented and tend to strive for a high degree of autonomy when learning.
• Diversity is another characteristic feature that should be take into account by educators, as adult learners are different socially, educationally, culturally and so on.

Some Strategies and Their Effectiveness

• Accelerated learning is the teaching method that involves development of a friendly atmosphere in the classroom. It involves such activities as role-plays, practice, group activities and, hence, it is consistent with the theoretical framework mentioned above.
• Coaching is the teaching method based on practice, discussion and reflection.

Conclusion

Educators may benefit from the use of the transformative learning theory and such teaching methods as accelerated learning and coaching that focus on context, autonomy and diversity.

Introduction

Adult education has become a concern of scholars, educators and officials in the second part of the twentieth century. At present, the issue is one of the central topics of the discussion in the sphere of education as the number of US adult learners is increasing significantly. For instance, over 47% of enrolled college and university students are above 25 years old (Pelletier, 2010).

Researchers as well as educators also stress that adult learners have diverse backgrounds, needs, abilities, expectations and so on. They often have to balance work, family and their studies, which is associated with specific stressors different from those younger students face (Boylston & Blair, 2008). Their cognition, memory and information processing is changing each year and, hence, they need an approach that is different from teaching methods used with children and the youth.

It is necessary to note that adult learning is characterized by a number of peculiarities. Trivette, Dunst, Hamby and O’Herin (2009, p. 1) note that adult learning is associated with “[r]eadiness-to-learn, self-directedness, active learner participation” and solution-centeredness. One of the primary peculiarities of adult learners, however, is that their cognition and memory are context-based. This approach came into being at the end of the twentieth century and researchers use it when developing teaching strategies for adults (Hansman, 2001). Ihejirika (2013) claims that self-directed learning is another characteristic feature of adult learners who prefer a great deal of autonomy.

Clearly, it is also important to remember about diversity and develop strategies that can address the needs of the diverse cohort of adult learners. These three major areas have to be considered when particular teaching strategies are under development. It is possible to stress that adult learning educators can employ transformative learning theory that is characterized by reflection and context, which is crucial for development of effective teaching methods.

This paper dwells upon these three large areas that provide the necessary framework for educators teaching adult learners. A number of specific strategies are also briefly considered. It is possible to note that these can be regarded as universal strategies that are applicable in many settings.

The Three Basics of the Effective Framework

First, it is necessary to note that many contemporary educators tend to use transformative learning theory in adult education. This holistic approach involves exploration of personal cognition, which, in its turn, enables students to explore limitations of their approach and knowledge, opportunities to improve, opportunities to “test and apply new perspectives” (McGonigal, 2005, p. 2). This theoretical framework has proved to be effective as adult learners achieve their academic goals. Therefore, it is possible to consider certain teaching strategies in terms of this paradigm.

As has been mentioned above, the three major areas to consider when developing an effective framework for teaching strategies are context-based tasks, autonomy and diversity. Hansman (2001) emphasizes that younger learners tend to memorize things trough drilling and revision. They also process information with little reference to their experience, as it is quite limited. On the contrary, adult learners tend to draw ties between the new information and something they already know. It is possible to note that these students try to place new information within the context of their lives.

Importantly, this context may extend beyond the scope of knowledge of the learner as it can also involve social context as well. Hansman (2001) argues that social context, which includes interaction with other learners, plays an important role in adult learning. Therefore, discussions and various interactive tasks that involve sharing ideas are very effective with adult learners who explore their own experiences, cognition and learning process through such activities.

At the same time, adult learners strive for autonomy and they may feel discouraged when excessive guidance and control are provided. McGonigal (2005) argues that educators have to balance individual work with the necessary amount of guidance, assistance and supervision. Importantly, adult learners may resists if the educator puts too much pressure or tries to control the learning process. This peculiarity is associated with the one mentioned above. Adult learners already have certain experience and learning approaches and they try to link new information as well as teaching methods they experience with the ones they have already experienced.

Finally, diversity is an important component of adult learning. As has been mentioned above, adult learners have different backgrounds and they often face a variety of stressors younger students do not face. Clearly, educators have to take this into account. When developing a task as well as theoretical paradigm, the educator has to make sure that these are universal tasks or paradigms that will be helpful for a diverse cohort of students. Therefore, it is clear that teaching methods should be based on principles of context, autonomy and diversity. Of course, it should also involve students’ self-reflection.

Some Strategies and Their Effectiveness

It is possible to consider some teaching methods that are consistent with the theoretical framework mentioned above. Two adult learning methods can be used as the basis when developing specific tasks. Trivette et al. (2009) claim that balancing accelerated learning and coaching can help adult learners to achieve their learning goals. These two methods involve components of the theoretical paradigm mentioned above.

Accelerated learning can be regarded as a basic method used in adult learning. This strategy presupposes development of an “orchestrated” positive environment (Trivette et al., 2009, p.2). Thus, there is no pressure or excessive control and learners have a significant amount of autonomy. The method involves such activities as practice exercise, role playing, group activities including discussions, instructional videos and so on. Clearly, these activities often involve the use of students’ background and experience.

Coaching is another method that can be utilized. It involves “transferring skills and expertise from more experienced and knowledgeable practitioners…to less experienced ones” (as cited in Trivette et al., 2009, p.2). This method is based on the principles of autonomy and moderate supervision, which is crucial for adult learning. Coaching includes such activities as instruction, planning and goal setting (with assistance of a coach), analysis, practice as well as reflection.

Hence, adult learners are able to reflect on their abilities, opportunities and goals. Importantly, the approach also involves discussions, as the ‘more experienced’ practitioner is not necessarily the educator as adult learners are experienced in a variety of areas and they tend to share their experiences in the classroom.

Importantly, these methods may also involve certain drilling exercises, which are typical of teaching younger learners. For instance, mnemonic strategies can also be beneficial for adult learners who may discover new opportunities for their learning process. Such mnemonic strategies as the use of acrostics, acronyms, loci method, key words and pegword method can help adult learners to memorize particular data, which is still very important in education (Bakken & Simpson, 2011).

Of course, it is essential to balance such activities with the ones mentioned above. Of course, to develop strategies consistent with the principle of diversity, the educator has to consider backgrounds as well as capabilities of students. Therefore, the component of drilling, memorizing as well as context-based activities is likely to be different in different settings.

Conclusion

On balance, it is necessary to note that adult learning is acquiring more attention as the number of adult learners is increasing at a considerable pace. Scholars and practitioners admit that the needs, goals, abilities of these students differ considerably from those of younger students. Adult learners have to balance their career and family life as well as their studies. They also have certain experience and background that shapes the way they perceive and process information as well as respond to various teaching strategies and methods.

Transformative learning theory has proved to be an effective theoretical paradigm and educators try to develop their teaching methods based on this framework. This theoretical framework is especially beneficial in adult learning as it enables students to reflect on their educational goals, abilities, approaches and opportunities. It is clear that the effective paradigm should be also based on characteristic features of learners. Therefore, the paradigm used when teaching adult learners should be consistent with the principle of context, autonomy and diversity. One of the major peculiarities of adult learning is the need to tie previous experiences with the new information.

Social context (in other words, interaction with other students and educators) is also crucial in adult learning as students are able to expand their own contexts and reflect on their inner worlds. Educators have to balance instruction, supervision, individual work and discussion. Two teaching methods that can be used as the basis are accelerated learning and coaching. These two methods are consistent with the transformative learning theory as well as peculiarities of adult learners.

Reference List

Bakken, J.P., & Simpson, C.G. (2011). Mnemonic strategies: Success for the young-adult learner. The Journal of Human Resource and Adult Learning, 7(2), 79-85.

Boylston, M.T., & Blair, A.L. (2008). Minimizing the stress of accelerated adult educational A descriptive study. In P.N. Blakely (Ed.), Adult education: Issues and developments (pp. 1-25). New York, NY: Nova Publishers.

Ihejirika, J.C. (2013). Teaching strategies for adult learners: Implications of learning characteristics for effective teaching-learning transaction. Academic Research International, 4(2), 310-315.

Hansman, C.A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43-51.

McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategies. Speaking on Teaching, 14(2), 1-5.

Trivette, C.M., Dunst, C.J., Hamby, D.W., & O’Herin, C.E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief, 3(1), 1-33.