Introduction to the Module:
Nature of the Adult Learner

Goal

The overall goal of this instructional module is to develop an understanding among instructors of adult basic education of the nature of adults as learners and how they as instructors can effectively facilitate adult learning. The intent of The Nature of the Adult Learner is to familiarize adult basic education practitioners with characteristics often associated with the adult learner as these relate to theory and practice.

Objectives

At the conclusion of this module, participants will be able to:
  1. Identify the significant ways in which learning in adulthood is similar to and different from learning in childhood and adolescence;
  2. Describe differences among adult learners that have the potential to influence their approaches to learning;
  3. Describe what is meant by contextual and active learning;
  4. Identify ways to apply what we know about how adults learn within the instructional process.

Assumptions

Materials for this module are loosely based upon the Pelavin Module The Adult Learner. Instructional strategies are drawn from research conducted by Dirkx and Lavin (1995) and Jackman and Swan (1995). Traditional and recently developed assumptions about the adult learner and adult learning are included in this packet. Assumptions drawn from the reflective practice model differ greatly from the traditional, behavioristic model, and include:
  1. Behavioral change comes through self-awareness of formerly unrecognized assumptions.
  2. Change is a process which is initiated by recognition of discord with the status quo, not by learning a new idea form an expert.
  3. The motivating force behind change is the desire to function well in whatever capacity the learner practices, coupled with the awareness that current behavior is not fully reaching this goal, rather than the goodness or usefulness of an idea from an external source.
  4. Behavior change is personal change and includes emotional and rational dimensions.
  5. Personal change includes working for cultural change(s).
  6. Because personal change occurs within the context of a culture, successful reflective practice results in changing the relationship with the larger culture. This may result in becoming at odds with the norms and values of the larger culture. The traditional "fix-it" orientation to staff development fails because it ignores the culture in which the "fix" is to be embedded. When the "fix" is not supported by the surrounding culture it can be quickly rejected.
Go Forward
Return to Table of Contents
Return to NISAL Homepage