Engagement and Adult Learners

Students show that they are engaged in their learning behaviorally, cognitively, and emotionally. It is the responsibility of the instructor to be proactive and to implement  a variety of strategies to influence student learning. Traditional forms of instruction, including the lecture format, are being challenged by adult learners because many of these instructional approaches do not provide students with as rich an opportunity to engage in learning at the level they expect (Kirstein, Scheiber, Flores & Olswang, 2013). Engaged students take pride in their learning, are willing to apply new concepts, and think positively about the learning experience. Adult learners are no different, except that they want to immediately use the concepts they have learned and apply them towards their careers. Adults need independence, self-direction, ownership of learning, relevant and applicable contexts, and sharing of life experiences (Knowles, 1980).
 
Below are some strategies and tips to help you with engaging your adult learners.
 
  • Allow time for students to identify their and other’s opinions. Students become more engaged when they look at a situation critically and are given a chance to evaluate their stance.
  • Give time for students to discuss the course and course content with one another. It is important for them to communicate key ideas and ask questions that will facilitate learning.
  • Use real-life examples and encourage students to do the same in order to make connections to their learning. Students will naturally be willing to share their background and experience in these situations.
  • Learn about your students goals and expectations for the course. Make a personal connection with your students.
  • Give personalized feedback to the students and make sure that you give them a critical evaluation of the work that they submit.
 
References
 
Kirstein, K., Schieber, C., Flores, K., & Olswang, S. (2013). Innovations in teaching adults. North Charleston, S.C.: CreateSpace.
 
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
 
 

Shannon Larsen is a creative educator who has led numerous professional development sessions on increasing engagement, learning styles, and cultural differences. Prior to joining Scrum Alliance, she worked as an Instructional Specialist for adult language learners from a variety of different professional backgrounds and cultures. For comments and questions you can contact Shannon at [email protected]


 
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