Five Factors to Consider When Designing Programming for Adult LearnersAngela Walmsley | Associate Professor of Mathematics, Concordia University Wisconsin
Adult learners are typically individuals who are older than the traditional 18 to 22 age range of college students. They often have life experiences that affect their approach to education, and they often juggle family and work schedules to attend college. Designing a program for adult learners can be quite different than doing the same for a typical undergraduate program or course. When designing academic programs that are appropriate for adult learners, administrators should keep the following in mind:
1. Life Experience
Adult learners have life skills and experiences that are reflected in their coursework and what they expect from their programs. Because of their experiences, they often have much to contribute to class discussions, as well as specific topics and ideas they want to pursue in their studies stemming from these life experiences. Furthermore, the courses must be relevant and timely for such a learner to find them valuable. Generally, a professor who is teaching with the same yellowed notes from 20 years ago will not be welcomed by the adult learner, who is looking for cutting-edge knowledge.
2. Active Learners
Adult learners are rarely passive learners; they tend to work hard in and out of class. Because most adult learners are funding their own education or studying with financial support from their employers, they have a vested interest in succeeding. Time is important for the adult learner who is juggling family and work; thus, the adult learner wants any interaction with fellow students and the professor to be worthwhile and active.
3. Busy Schedules
The program must be flexible for the adult learner to be successful. Online or hybrid programs, which offer a mix of online and on-campus courses, allow these students to complete classwork or study at times that suit their busy schedules. Many adult learners work full time and often during the day; hence, they prefer programs that offer courses in the evenings and on weekends. In addition, many enjoy the flexibility of doing some of the programming online so they can work after their children go to bed or during their lunch hour.
4. Academic Inexperience
Adult learners are often worried or apprehensive about going back to school since many have been out of school for a long time; however, they are typically very successful, as they are highly motivated and self-directed. They’ve made the crucial decision to add a course or program into their already-busy lives, so they tend to work hard to be successful.
Adult learners should be respected for the life and career experiences they bring to the classroom. An instructor who approaches a class of adult learners with the view of having an equal opportunity to learn will be the most successful. The instructor already has mastery of the subject, but he or she can often learn from the discussion, research and projects the adult learner completes during the course.
Teaching adult learners can be very different than teaching traditional undergrads because of the maturity evident in classrooms and interactions, so educators and administrators may need to adjust their traditional approaches to this group of wonderful students.
Author Perspective: Administrator