Adult Learning Principles
I have identified three adult learning principles that I can relate within my experience as an adult online student. The three principles include internally motivated and self-directed, goal-oriented, and respect. I have observed these principles in both my lecturers and fellow students. First, adult learners are self-motivated and self-directed. They resist any form of learning when they feel they are being patronized on what to do (Knowles, 2015). I had had similar sentiments myself when I thought that the lecturer was issuing orders instead of giving clear directions on any subject or assignment. For example, as an adult learner, I have personal responsibilities aside from learning. Therefore, when a lecturer demands that tasks must be submitted at a specific date, I feel that they ignore this fact that personal responsibilities may cause delays. Such scenarios have made me develop a negative attitude towards the subject, and I have previously underperformed. However, when a lecturer takes time to find out which dates or periods are convenient for us to hand in our assignments; I am comfortable with that because I feel like my voice is considered through the learning process. I also think that the lecturers understand that we all have responsibilities, and they allow us to balance between school, work, and life effectively.
goal-oriented
The second principle is that adults are goal-oriented, and therefore, they appreciate the kind of learning that aligns to their specific personal or professional goals(Knowles, 2015). I don’t particularly enjoy learning anything that I do not deem beneficial for either my professional goals or my life in general. For example, I would not appreciate lessons on circuits at this point in my life because I do not relate to them, and they do not have any relevance to my everyday life. I desire well-organized teaching strategies and lessons that will lead to quality improvement in my career and personal development. Fortunately, lecturers in my online classes have designed curriculums that target each student’s specific goals. They identify the needs of the students and align the course objectives to those needs. This strategy has fostered a learning environment with mutual understanding and mutual goals.
Respect
Respect is another principle of adult learning that I have experienced during my online learning. It entails treating adult learners with utmost courtesy and sensitivity to their cultures, values and beliefs. Respect also involves setting clear ground rules and time frames for activities with diverse learning styles and adaptive methods for every individual in the class (Sprow, 2015). In my classes, I have appreciated the level of respect that lecturers and the administration have accorded adult learners. They are culturally sensitive to different value systems and beliefs. The ground rules are not subjective, but instead, they accommodate the diverse experiences and personalities that learners have developed in the course of their lives. They recognize that adults are not children who need to be monitored at every minute, and so the rules are easy to adhere to and flexible enough to accommodate the comfort of all adult students. During classes, the lecturers conduct multiple checks to ensure that everyone understands the concepts in a fun and straightforward way (Sprow, 2015). Instead of imposing knowledge of students, the lecturers make the students equal participants in the learning process.
According to Sprow (2015), although the student population may be adult, administrators need to be aware of the generational differences when it comes to their learning styles and adoption of technology. However, this is one principle that I have not seen being applied in my classes is the recognition of the generational difference in the use of technology. There are learners in my class who are a bit slow when it comes to adapting to new technologies such as using computer applications, social media sites, and cloud computing. However, sometimes lecturers may give assignments where students have to get in online class portals and use computer programs. While this may seem like an effective way of communication, it is difficult for Gen-Xers to keep up with the technology. I think lecturers should offer extra training and guidance to these students to enable them to keep pace with younger students who are adept at using modern technology for learning.
Knowles, M. (2015).Adult Learning Principles.Center for Early Learning Professionals.3(2), 1.http://center-elp.org/wp-content/uploads/2016/03/Adult-Learning-Principles-Handout.pdf
Sprow, J. (2015). The Buzz on Adult Learners.Quality Assurance Unit. 1(1), 1-19. https://www.dshs.wa.gov/sites/default/files/DDA/dda/documents/The%20Buzz%20on%20Adult%20Learners%20handouts.pdf
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