Students benefit from instruction that reflects the principles of adult learning, as identified by Malcolm Knowles (1968). Participants developed an understanding of the principles by joining in an active, student-centered learning experience that models the tenets of adult learning theory. This included understanding the role of self-efficacy and its influence on student learning, which must be addressed in designing instruction for adults. By examining common behaviors exhibited by students and connecting those behaviors to self-efficacy and faculty teaching approaches, participants gained insight into the adult learner. Through personal reflection, group collaboration, paired peer review and class discussion, faculty identified common characteristics of the adult learner and began to develop strategies to address their instructional needs. The result is an increased understanding of andragogy as a distinct method that can inform instruction in the higher education classroom.

1. THE ADULT LEARNER-
FROM BORED TO ON BOARD
Amy Chase Martin, Director of Faculty
Development and Instructional Media
Howard Community College
acmartin@howardcc.edu
AFACCT ’16 Conference, College of Southern Maryland
January 8, 2016
Session 7.4 1:40 – 2:40 pm
Download complete
presentation with notes

2. CHALLENGES
Identify what YOU want to learn today
Discover common traits/needs of adult learners
 How do we respond to these traits in instruction?
Examine the role of self-efficacy in learning
 How to encourage positive self-efficacy?
Identify teacher-centered vs student centered instruction
 How to convert a lesson from one model to another?

3. WHAT DO YOU WANT TO LEARN TODAY?

4. CHALLENGE 1
Describe an adult learner.
Name one instructional strategy you
currently use with adult learners.
Purpose: Reflect on current
knowledge and practice

5. PEDAGOGY VS ANDRAGOGY
 Children explore their world – frequently at the direction and
guidance of the teacher
 Children are often viewed as empty vessels who are filled with
knowledge through formal education
 Children may or may not have prior knowledge of subjects introduced
in school
 Children benefit from highly structured and scaffolded instruction
 Malcolm Knowles – Father of Andragogy believed adults learned
differently

6. ANDRAGOGY HAS 6 PRINCIPLES
For each group, choose an envelope and
draw a picture or saying on the
whiteboard that represents that principle.
CHALLENGE 1
Purpose: Learn research-
supported information

7. PLAN TO TEACH AN ADULT!
Debra Gabe Marco
Pair up and refer to the
handout provided for student
description and sample
objectives.
CHALLENGE 1
Purpose: Apply learned
material in context

8. CONNECTING THE DOTS
Higher education students are most often adult learners.
Adult learners enter the classroom with life experiences,
good and bad.
Adult learners desire real-world application of their new
knowledge.
Adult learners want to have some autonomy and options in
their learning.
Adults are often self-directed learners but they will still
need some support.
Sources: Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in
adult education and human resource development. Routledge.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.

9. CHALLENGE 2
Self-efficacy influences learning.
On the next slide, identify some student behaviors you
have experienced in your classroom.
Purpose: Examine research-
based information related to
student learning

10. ADULT STUDENT ADD
ATTENTION DIS-INTERESTED DISORDER (AKA
GUESS WHO)
Rejecting Hopeless Rejecting Fragile
Evading Defiant Evading Motivated
Don’t See Value See Value Don’t See Value See Value
ENVIRONMENT NOT SUPPORTIVE ENVIRONMENT SUPPORTIVE
HighLow

11. ROLE OF SELF-EFFICACY
Whether you think you can or you can’t
you’re probably right. –Henry Ford
It is my terrible
secret…………………………
……

12. INSTRUCTIONAL APPROACHES
Teacher-centered
Teacher as provider of all
knowledge
Content is delivered not
discovered
Content Is or isn’t – not nuanced
Teacher’s physical presence is
front and center
Student-centered
Teacher serves as a guide
Content provided as ill-structured
problems
Expectation for Performance is at
edge of ZPD
Peer-to-peer interaction
increased
CHALLENGE 3
Purpose: Compare and contrast instructional
approaches for classroom application

13. UN-LECTURE THE LECTURE

14. STUDENT-CENTERED INSTRUCTION
…the one who does the work, does the learning (Doyle, 2011, p. 1)
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus
How can you recognize a student
centered lesson?

15. CHALLENGE 3
Consider an existing lesson you teach through the lens of
what you have learned about adult learners
Draft a brief description of one element of the lesson you
could change to better reflect characteristics of adult
learners
Purpose: Apply learned
material in context

16. REVIEW OF KEY PRINCIPLES/STRATEGIES
Lead the student toward inquiry – resist just telling them facts aka Talk Less
Offer choice when possible
Answer “What’s In It For Me?”
Make assignments transparent by identifying the learning task, purpose and the
criteria of evaluation.
Design a learning program that begins with significant structure but gradually is
more student-directed
Encourage learners to identify aspects of the content that most interest them
 Interest survey
 Student introductions
Set projects or tasks for the student that reflect their interests
Find motivators that provide incentive to learn content
Provide real-world examples of content
Provide ample opportunities for success

17. Principles of Adult Learners
Self Efficacy
Teacher-centered vs student-centered instruction
YourTurn

18. LEARN MORE!
Free resources to support learning about and teaching the adult
learner
How Learning Works: 7 Research-based Principles for Smart
Teaching - Ambrose, Bridges, Lovett (2010)
The Adult Learner: A Neglected Species - Malcolm Knowles
(1973)
Adult Learning in Under 3 Minutes
@MERLOTorg

19. Thank you!
Amy Chase Martin
Director, Faculty Development and Instructional Media
Howard Community College