How Adult Learning Occurs: Reflections With A Fellow Student

It was my privilege to meet with fellow student Ana Gupta in early November to not only discuss our previous blog posts and the course in general, but also to have my first live, in-person interaction with anyone else in my class! 

I assume this was part of the rationale behind the assignment, much like the group forums and this blog, to address and mitigate a potential weakness of online (or distance) learning by providing at least some "touch points" between students so we can still hear, consider, and borrow from our different perspectives, teaching styles, and learning preferences.

This actually became the centrepiece of my conversation with Ana. While we explored the course's content, things we had learned from the assigned readings, and the differences between andragogical and pedagogical approaches (ultimately coming to a conclusion echoed by Knowles that real-world adult learning typically involves elements of both), the most exciting part of the discussion for me was getting to know Ana: her work as an employment specialist, how she hoped this course would help, the unique challenges of her daily tasks, the nature and needs of her clients, and above all, her deep passion for learning and effectively communicating ideas to others. 

Talking with Ana reminded me that this is what lies at the heart of andragogy for instructors: getting to know your students, discovering their goals and motivations, assessing their level of interest, and constantly evolving to to accommodate how they learn best. (It also reinforced my belief that all teacher's reflexive tend to treat every interaction as a learning moment!)  Don't get me wrong, our time together, which lasted roughly four times longer than expected, was thoroughly enjoyable on a personal level and Ana was a delight to meet. But the activity itself also created the environment for a kind of self-directed learning I hadn't anticipated. A bit of genius, actually, on the part of the course designers.

A good reminder that some of the best opportunities for learning are ever-present (if not always obvious) and incredibly easy for an instructor to build into their curriculum...so long as we remember the fundamental andragogical idea of how real-world learning occurs in the first place.  

  

Trends in Adult Learning

Adult learners are uniquely challenged in their pursuit of the knowledge and skills required to be successful at work, at home, and sometimes even at play. (Ask any professional who would do almost anything to get better at gardening, tennis, or parenting!) Limitations imposed by busy schedules, budgets, multiple responsibilities, and available energy often restrict or even bar hopeful learners.

At the same time, adult learners are also uniquely motivated and equipped to identify and focus on the areas of development they need most - assuming opportunities and avenues of learning exist that are able accommodate their particular circumstances.  

Alternative and innovative forms of adult education, not exclusively but increasingly found online, have existed for decades; but continuous improvements in technology, collaborative school-industry networks, and institutional attitudes regarding the role of the learner in the educational process have made adult learning even easier.  

1. Flexible learning times and locations - Thanks to increasing numbers of formal educational institutions offering online programs, on-demand courses, non-fixed intakes, and flexible assignment submission dates, adult learners can choose the environment and relative timeline that fits his or her location and schedule.

2. Increasingly sophisticated and easy-to-use cloud-based systems allow students to make progress with relative speed and ease via collaborative project development, student forums, document storage and sharing, and assignment tracking systems like Moodle, Slack, and CampusLogin, as well as Google Doc challengers like Bit, Quip and Zoho. 

3. Virtual learning experiences using VR, AR, and AI technology allow students to participate in the design, creation, evaluation, and improvement stages of professions such as architectural engineering, aircraft construction, emergency response simulation, and video game development.

4. Broadened partnerships between education providers and employing industries, including work experience, internships, simulated pre-employment testing, and on-site mentorship programs, continue to provide win-win solutions for all stakeholders and streamlined, employment-oriented courses and outcomes.    

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Sources: 

Erstad, Will, Online vs. Traditional Education: What You Need to Know (Rasmussen College, 2017) https://www.rasmussen.edu/student-experience/college-life/online-vs-traditional-education-answer-never-expected/

Halpin, Susan, Trends in Adult Learning (University of Massachusetts Medical School, 2018) https://news.nnlm.gov/ner/2018/05/01/trends-in-adult-learning/

Deloitte Touche Tohmatsu Limited, Education 2020 (2014) 
http://government-2020.dupress.com/wp-content/uploads/2014/11/Education-+-sources-11-7-14_Ramani-proofread.pdf.

Wentworth, David, 5 Trends for the Future of Learning and Development (2014)
 https://trainingmag.com/5-trends-future-learning-and-development

Vander Ark, Tom, 10 Current and Emerging Trends in Adult Learning (2017)  
http://www.gettingsmart.com/2017/09/10-current-and-emerging-trends-in-adult-learning/