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Misconceptions of Adult Learning. Sharon G ellman EDU 643 Teaching the Adult Learner Post University. Misconceptions. The assumption that most adult students are self-directed and extrinsically motivated in their learning
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Misconceptions of Adult Learning Sharon Gellman EDU 643 Teaching the Adult Learner Post University
Misconceptions • The assumption that most adult students are self-directed and extrinsically motivated in their learning • Underestimated the importance that social context and experience have for the adult learner • Unawareness that so many students entering higher education are unprepared for college
Misconception 1Self-direction and Motivation New Understanding • Many traditional students do not yet possess the maturity for SDL • Traditional and nontraditional students are unprepared for the critical thinking, conceptual nature, and responsibility needed to be successful in college • Teachers can facilitate SDL skills • As SDL skills increase and students’ mature, motivation becomes more intrinsic in nature
Misconception 1Self-direction and Motivation New Understanding in Practice • Strategies to be implemented in a second semester course include: • Individual goal-setting objectives • Providing rubrics at the beginning of the semester • Posting several pertinent resources on the course management system • Concluding the semester with a reflective essay • The author will propose incorporating self-directed learning skills to the entire student population at the end-of-semester retention initiatives meeting
Misconception 2Social Context and Experience New Understanding • Behaviorist learning theory does not allow for enough experiential or contextual learning • Integrating psychological/cognitive and contextual/sociocultural theories of adult learning allow for inclusion of experiential and contextual learning • Effective adult learning incorporates experience, relevance, and real-life problem solving • Adult learning cannot be understood apart from sociocultural context
Misconception 2Social Context and Experience New Understanding in Practice • Course curriculum will be re-evaluated to facilitate the construction of new knowledge, increase critical thinking, and encourage more peer-to-peer dialogue and experience sharing • Coursework will include problem-based case studies, more group discussion, and real-world applicable term projects • Clear instructions and expectations will be communicated
Misconception 3College Readiness New Understanding • Many students are academically unprepared in reading, writing and math upon entering higher education and may need remediation • The multiple roles of nontraditional students may negatively impact their ability to dedicate enough time for academic preparation • Many students lack practical and behavioral skills such as time management, goal setting, and need more information on college expectations and financial aid
Misconception 3College Readiness New Understanding in Practice • First and second semester curricula will include time management strategies, goal setting, and note taking and study skills • Representatives from financial aid, student services, and academic support will be invited to the classrooms to reinforce the support services available at the college
Conclusion The author now possesses a much greater insight into adult learning theory including andragogy, self-directed learning, psychological/cognitive theory, and contextual/sociocultural theory, and can apply these new understandings to previous misconceptions in the current role as an instructor in higher education.