Learning Theories and Instructional Pathways for Adult Learners in the Online Environment

Adult Learners in the Online Environment:

What Creates SUCCESS?

Angela M. Gibson, Ed.D.American Public University System

Lori Kupczynski, Ed.D.Texas A&M University-Kingsville

15th Annual Sloan-C International

Conference on Online Learning

Friday, October 30, 2009

Introductions Andragogy and Applications for Higher Education Illustrate Value of Andragogy

◦ Exemplification of Learning Type Within Online Classrooms Discussion with Audience on Personal Experiences &

Best Practices for Adult Learners in Online Learning◦ Small Group Breakout◦ Whole Audience

Questions & Answers

Adult Learners in the Online Environment - Agenda

Angela M. Gibson, Ed.D. Angela serves as the Instructional Design Project Leader for

American Public University System’s Instructional Design and Development Team. With a background in educational leadership, adult education, community colleges, and student affairs, her research interests include student engagement and success, the role of technology in course design and instruction, and Hispanic student success.

Lori Kupczynski, Ed.D. Lori Kupczynski, Ed.D. serves as an educational consultant

across the United States at multiple institutions of higher learning. She is an adjunct instructor of Adult Education at Texas A&M University-Kingsville. Her research interests center upon Internet-based instruction and the role of the adult learner, with emphasis in instructional design.

Adult Learners - Introductions

There is one way to teach There is one way to learn All students can be taught the same All students learn the same All learning can be delivered in the same way All students use one delivery system to learn

Andragogy & Applications in Higher Education

Andragogy is DIFFERENT from pedagogy

But first – some things to consider We want our students to understand how their learning

can impact their entire lives, not just their grades We want our students to excel beyond the minimum

standards We want our students to be socially conscious We expect education to come first in their schedules We want them to be motivated


How do we do the things we want our students to do when there are obstacles?

Students & faculty/staff are busy Often the least amount of efforts are put into work The “why should I” is always present We want it and we want it now


Know your student


Andragogy is the art and science of teaching adults and the proper place to begin formulating theory for higher education.

Adult learners tend to have different learning experiences than younger students and educators have difficulty in distinguishing between andragogy and pedagogy. (Galbriath, 2004; Knowles, 1970).

Andragogy: Definition

Andragogy: Characteristics

Career or multiple careers

Family—children and aging members reliant on them

Unstable social structures

Transportation issues Childcare issues

Need for money Issues with domestic

violence Non-formal learning

experiences Voluntary learners Baby Boomers Generation X Early born Millennials

(Strauss and Howe, 1991)

For many of us, the word “college” is synonymous with young students, ivy covered buildings, dormitory life, and “the final four.”

“Traditional” 18-22 year-old full-time undergraduate student residing on campus = 16 percent of the higher education population in the United States

Fewer than 3 million of the 17+ million students

enrolled (2006). (Stokes, 2006)

Andragogy: By the Numbers

The “traditional” student is anything but

traditional rather “conventional”.

40 percent of today’s students study part-time.

40 percent attend two-year institutions. 40 percent are aged 25 or older. 58 percent are aged 22 or older. (Stokes, 2006)

Andragogy: By the Numbers

Experiential learning

1. Knowledge of concepts, facts, information, and experience;

2. Prior knowledge applied to current, ongoing events; and

3. Reflection with a thoughtful analysis and assessment of learners’ activity that contributes to personal growth.

(Cercone, 2008)

Concepts in Andragogy to Consider for Application to Online Learning

Self-directed learning◦ Locus of control in learning lies with the adult learner, who

may initiate learning with or without assistance from others. (Lowry, 1989)

Transformative learning◦ A constructivist theory of adult learning

◦ Individual transformation includes a change in one’s frame of reference or way of seeing the world.

(Mezirow, 1997; Palloff & Pratt, 1999)

Concepts: Application – cont.

1. Consider limitations when designing a course.

2. Consider learning styles—individualize the learning experience.

3. Engage the learners in the learning process.

4. Provide scaffolding.

Theory to Practice

5. Support the shift to a learner-centered paradigm.6. Facilitate.7. Consider the learner’s prior experience.8. Ensure there is a link to the learning and the

students’ lives.9. Focus on issues that directly concern them. Tell

them what, how, and why they are learning.

Theory to Practice – cont.

10. Allow learners to test learning as the move forward.

11. Provide a collaborative, respectful and informal learning climate.

12. Allow for self-reflection.

13. Provide dialogue and social interaction.

Theory to Practice – cont.

Demands of Learning

• EC: Learner must balance life responsibilities with the demands of learning.

• OS:

Role of Instructo

r

• EC: Learners are autonomous and self directed. Teachers guide the learners to their own knowledge rather than supplying them with facts.

• OS:

Andragogy: Educational Challenges & Online Solutions

Life Experiences

• EC: Learners have a tremendous amount of life experiences. They need to connect the learning to their knowledge base. They must recognize the value of the learning.

• OS:

Purpose for

Learning

• EC: Learners are goal oriented and know for what purpose they are learning new information

• OS:

Andragogy: Educational Challenges & Online Solutions – cont.

Permanence of

Learning

•EC: Learning is self-initiated and tends to last a long time.•OS:

Other • EC:• OS:

Andragogy: Educational Challenges & Online Solutions – cont.

Source: Encyclopedia of Educational Technology

Community of Inquiry Framework

Garrison, 2000

1• Social Presence – Online Adult

Learners• Experiences, Best Practices,

Innovations

2• Cognitive Presence – Online

Adult Learners• Experiences, Best Practices,

Innovations

3• Teaching Presence – Online

Adult Learners • Experiences, Best Practices,

Innovations

Small Group Break Outs

Adult learners are important, yet neglected

Strategies for online learning include course development to community engagement to class settings

Pedagogy and Andragogy can mix

Know your students

Conclusion

Questions & Answers

Thank You!!!!

Angela M. Gibson, Ed.D.American Public University System111 W. Congress St.Charles Town, WV 25414o) 304-724-2804 [email protected]

Lori Kupczynski, Ed.D.Texas A&M University - Kingsville12206 Stable Pond Dr.San Antonio, TX 78249c) 956-648-7617 [email protected]

Contact Information

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Frey, B. A., & Alman, S. W. (2003). Applying adult learning theory to the online classroom. New Horizons in Adult Education, 17(1), 4-12.

Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61- 72.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Green, J. (1999). Andragogy: Teaching adults. Retrieved September 17, 2009, from http://coe.sdsu.edu/eet/Articles/andragogy/index.htm.

Knowles, M. (1986). The adult learner: A neglected species. Houston: Gulf Publishing.

Lowry, C. M. (1989). Supporting and facilitating self-directed learning. (ERIC Document Reproduction Service No. ED312 457). Retrieved March 31, 2009, from http://www.ntlf.com/html/lib/bib/89dig.htm

References

Mezirow, J. (1997). Transformative learning. New Directions for Adult and Continuing Education, 74, 5-12.

Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood (2nd ed.). San Francisco: Jossey-Bass.

Moore, M. G., & Kearsley, G. (1996). Distance education a systems view. Belmont, CA: Wadsworth.

Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass.

Schapiro, S.A. (2003). From andragogy to collaborative, critical pedagogy: Learning for academic, personal, and social empowerment in a distance-learning, Ph.D. program. Journal of Transformative Education,1(2), 150-166.

Strauss, W., & Howe, N. (1991). Generations: The History of America's Future, 1584 to 2069. New York: William Morrow & Company, Inc.

Stokes, P. (2006). Hidden in Plain Sight: Adult Learners Forge a New Tradition in Higher Education. A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education [Issue Paper]. Retrieved July 7, 2009, from http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/stokes.pdf

References – cont.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the early twenties. American Psychologist, 5(55), 469-480.

Arnett, J. J. (2001). Conceptions of the transition to adulthood: Perspectives from adolescence through midlife. Journal of Adult Development, 8(2), 134-143.

Arnett, J. J. (2003). Conceptions of the transition to adulthood among emerging adults in American ethnic groups. New Directions for Child and Adolescent Development, 100, 63-75.

Arnett, J. J. (2006). Emerging adulthood in Europe: A response to Bynner. Journal of Youth Studies, 9(1), 111-123.

Boehle, S. (2008). How to design e-learning for multiple generations. Retrieved September 14, 2009, from http://www.managesmarter.com/msg/content_display/training/e3ifd9d309a05210550b50be9a8c2ab5001

Additional Resources

Huang, H-M., (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.

Kazis, R., Callahan, A., Davidson, C., McLeod, A., Bosworth, B., Choitz, V., & Hoops, J. (2007). Adult Learners in Higher Education: Barriers to Success and Strategies to Improve Results. Employment and Training Administration Occasional Paper 2007-03. From the U.S. Department of Labor. (ERIC Document Reproduction Service No. ED497801). http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED497801&ERICExtSearch_SearchType_0=no&accno=ED497801

Oblinger, D., & Oblinger, J. L. (ed). Educating the Net Generation. Retrieved October 1, 2009, from http://net.educause.edu/ir/library/pdf/pub7101.pdf

Additional Resources – cont.