Using Adult Learning Theories to Support Student Success

Dr. Keegan Nichols, Vice President for Student Services | Arkansas Tech

University

Dr. Brett Bruner, Director of Transition & Student Conduct | Fort Hays State

University (KS)

Overview

Learning Outcomes

Social Context of Adult Learning

Understanding the Needs of Adult Learners

Foundational Adult Learning Theories

Knowles’s (1980) theory of andragogy

Tough’s (1971) theory of self-directed learning

Mezirow’s (1997) theory of transformational learning

McClusky’s (1970) theory of margin

Applying Theory to Practice in the Higher Education

Classroom

Learning Outcomes

As a result of attending this session, participants will:

1.Compare and contrast the learning needs of adult

learners and traditional-age college students.

2.Define andragogy.

3.Identify two key elements of one adult learning

theory.

4.Articulate one strategy to apply adult learning

theories to their daily work.

Social Context of Adult Learning

Social Context of Adult Learning:Our Personal

Stories & Connections

Social Context of Adult Learning:

Impact of Society & Historical Evolution

Learning is a personal process

What we learn, what is offered, and the ways in which

we learn

Technological influences

“How is learning in adulthood shaped by the society in

which it takes place? How does the sociocultural

context determine what is learned and by whom?”

(Merriam, Caffarella, and Baumgartner, 2007, p. 7)

Social Context of Adult Learning:

Changing Demographics

More adults in society than ever before

Shift in characteristics of the adult population

Awareness of unending potential for development

Social Context of Adult Learning:Globalization

Changing work practices

Adult learners’ view of themselves as higher education

customers

Increase in job-related training and development

The Needs of Adult Learners:Motivation for Postsecondary

Education

Social interaction

Cognitive interest

Improvement of written and verbal communication

skills

Remediation of past educational deficiencies

Professional advancement

Family togetherness

Social stimulation

The Needs of Adult Learners:

Barriers to Participation

External/Situational Barriers

Cost of higher education

Internal/Dispositional Barriers

Lack of time

Personal attitudes

Thinking one is too old to learn

Family responsibilities

Adult Learning Theories Defined

“Theories that provide insight into how adults learn and

can help instructors be more effective in their practice

and more responsive to the needs of the learners they

serve” (U.S. Department of Education, Office of Vocational

and Adult Education, Teaching Excellence in Adult

Literacy – TEAL Center, 2011, p. 4)

Knowles’s (1980) Theory of Andragogy

Andragogy: the art and science of helping adults learn

Basic Assumptions of an Adult Learner

Moves from dependency to increasing self-

directedness

Draws on life experiences

Ready to learn when assuming new roles

Problem-centered

Motivated by internal factors

Knowles’s (1980) Theory of Andragogy

Pedagogyvs.

Andragogy

Goal is to help children:

Recognize cause-effective relationships

Use informal logic to make analogies & generalizations

Become aware of & control their own emotions

Become empathetic of others

Use imagination to construct narratives

Think abstractly

Goal is to help adults:

Become more aware and critical in assessing assumptions

Better recognize frames of reference and paradigms

Imagine alternatives

Become more responsible and effective at working with

others to collectively assess reasons and solve programs

Tough’s (1971) Theory of Self-

Directed Learning

Self-directed learning: a process in which individuals

take the initiative, without the help of others in planning,

carrying out, and evaluating their own learning

experiences

Elements of Self-Directed Learning

Informal process

Primarily taking place outside the classroom

Easy incorporation into daily routines

Can be isolated or engaging

Mezirow’s (1997) Theory of

Transformational Learning

Transformational Learning: learning that changes the

way individuals think about themselves and their world,

often involving a shift of consciousness

Characteristics of Transformational Learning

Need to challenge others’ assumptions

Encouragement to consider various perspectives

Reflective discourse

Complete and accurate information about discussion

topic

Environment of acceptance, empathy and trust

McClusky’s(1970) Theory

of Margin

Margin in life = L (Load) > P (Power)

Margin in power = P < L

Margin in power MUST exist for learning to happen

Applying Theory to Practice to

Support Student Success

Utilize writing to promote self-reflection and

articulation of learning

Engage adult learners with online communities of

peers to foster self-directed learning

Provide feedback that challenges learner assumptions

and deepens critical thinking

Self-Reflection What is 1 key take-away or learning moment you had from

this session that could be applied to:

Your position?

Your unit, office, or functional area?

Your institution?

Your campus culture?

Applying Theory to Practice to

Support Student Success

Using Adult Learning Theories to Support Student Success

Dr. Keegan Nichols, Vice President for Student Services | Arkansas Tech University

knichols@atu.edu

Dr. Brett Bruner, Director of Transition & Student Conduct | Fort Hays State University (KS)

blbruner@fhsu.edu