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 InternationalConference 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

Adult Learners - Introductions
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.

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: Definition
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: 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)

Andragogy: By the Numbers
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)

Concepts in Andragogy to Consider for Application to Online Learning
Experiential learning
Knowledge of concepts, facts, information, and experience;
Prior knowledge applied to current, ongoing events; and
Reflection with a thoughtful analysis and assessment of learners’ activity that contributes to personal growth.
(Cercone, 2008)

Concepts: Application – cont.
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)

Theory to Practice
Consider limitations when designing a course.
Consider learning styles—individualize the learning experience.
Engage the learners in the learning process.
Provide scaffolding.

Theory to Practice – cont.
Support the shift to a learner-centered paradigm.
Facilitate.
Consider the learner’s prior experience.
Ensure there is a link to the learning and the students’ lives.
Focus on issues that directly concern them. Tell them what, how, and why they are learning.

Theory to Practice – cont.
Allow learners to test learning as the move forward.
Provide a collaborative, respectful and informal learning climate.
Allow for self-reflection.
Provide dialogue and social interaction.

Andragogy: Educational Challenges & Online Solutions

Andragogy: Educational Challenges & Online Solutions – cont.

Andragogy: Educational Challenges & Online Solutions – cont.
Source: Encyclopedia of Educational Technology

Community of Inquiry Framework
Garrison, 2000

Small Group Break Outs

Conclusion
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

Questions & Answers
Thank You!!!!

Contact Information
Angela M. Gibson, Ed.D.
American Public University System
111 W. Congress St.
Charles Town, WV 25414
o) 304-724-2804 agibson@apus.edu
Lori Kupczynski, Ed.D.
Texas A&M University - Kingsville
12206 Stable Pond Dr.
San Antonio, TX 78249
c) 956-648-7617 capitola16@yahoo.com

References
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 – cont.
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

Additional Resources
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 – cont.
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

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

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