Making Instruction Work for Adult Learners

This chapter is a review of the goals of the adult learners, with a focus on factors that impact the learning process. Principles of education of adult learners are discussed. There are various effective strategies for instruction; however, regardless of the strategies developed, instruction of adults at any level in higher education must facilitate learners' paths toward achieving their goals in pursuing higher education. In teaching adult learners, some factors impacting the learner that require consideration are discussed.

Creating Connections

Undergraduate adult learners need flexible, cost-efficient ways to increase knowledge, enhance skills, or complete a college degree. The rising cost of college tuition coupled with the demands of work/life balance challenge many individuals seeking a higher education degree. As such, higher education administrators and faculty members need to identify new approaches to learning in higher education that address these barriers and open the access to earning a college degree. Capstone courses connect prior learning in coursework with real-world experiences. This chapter addresses competency-based degree plans and application-based capstone courses for undergraduate university students. Examples of competency-based degree plans and capstone courses will be discussed. Inclusion in the discussion will be prior learning assessment courses. Testimonials from learners are provided along with a model for designing an effective capstone course for undergraduate adult learners.

Professional Learning Communities and Adult Learning and Teaching

In addition to providing strategies to build professional learning communities within an environment of adult learners, this chapter has the objective that adult learners will carry the principles of professional learning communities from their own learning experience back to their own learning organizations as both followers and leaders. In this way, and based upon the author's own experiences, the learning and teaching strategies described here have impact beyond the adult learning classroom by influencing how multiple type of organizations in the field of business, K12 and higher education, public service, and non-profits learn, collaborate, and achieve results.

Theories and Practice of Humor for Adult Instruction

This chapter is designed around the research questions: 1) What are the most plausible theories behind why we laugh, and 2) How can the theories help to enhance the learning environment. The author utilized a meta-synthesis for the research component, which is a scientific approach to selecting, appraising, and summarizing empirical qualitative studies on a specific topic and systematically analyzing the data to cross-check the evidence for repeating themes. In other words, “to steal from one is plagiarism, but to steal from many is research.” While there are a multiplicity of theories on why people laugh, this chapter only discusses the main concepts: relief theory, superiority theory, incongruity theory, entropy, and the benign violation theory. If you know why people laugh, you can use this information to transform your leadership, improve your teaching, and build relationships. Consequently, for a teacher of adult students, once you get people laughing, you can teach them anything. Laughing students become engaged students and learning students. (Drop the mic.)

Assessment of Learning in Higher Education

This chapter discusses that the goal of assessment, as a part of teaching, in higher education should be to prepare the learner for performing in real life as a professional. The learner should become a self-regulator and a self-evaluator. The instructor (faculty, supervisor, or mentor) at the university must understand that assessment is a process of coaching and assisting, not just approving students' achievement. Technology acquired by the universities in the form of learning management systems (LMS) can be used to provide feedback and assistance to a large number of students. The role of feedback is discussed as an essential component of assessment that would help students to reflect and learn. Rubrics must be used as a tool to provide feedback to students instead of just grading assignments.

Effective Online Learning for Adults

Using seven of Ragan's 10 principles of effective online teaching, the online course experiences of 84 doctoral students was examined. The doctoral students took a series of research-focused elective courses over the course of a year. An instructor questionnaire was created based on Ragan's principles and disseminated to the students after completion of the course. The author offers analysis of the results via their connection to Ragan's principles and offers practical ideas for how instructors can create effective online learning experiences for adult students.

Teaching the Adult Learner

Several authors have discussed that the current structure of the educational system, geared to creating successful employees and consumers, is not adequate for the needs of today's students. Higher education continues to struggle. Today, it is imperative that higher education institutions find renewed confidence from public constituents. The emphasis on this chapter will be what faculty members can focus on to strengthen the learning and quality outcomes of instruction by developing trusting relationships with students and enhanced student motivation.

Adult Learners

This chapter presents a framework for both the instructor and student to use as they understand the principals of effective teaching and learning practices for the adult learner. The author addresses the importance of professional standards as a means to ensure educational program quality, and gives an brief overview of the evolution of the American educational system. Comparing and contrasting assumptions about teaching children (pedagogy) vs. teaching adults (andragogy) will be discussed as well as examining learner development, learner engagement through reflective discourse, and transformational learning environments.

Application of Digital Technologies, Multimedia, and Brain-Based Strategies

Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.

Arts Integration Techniques in the Adult Learning Environment

The visual and performance arts can play an important role in the success of the learning environment. For example, research on arts-based techniques in business management programs using such approaches as artistic reflection, critique, or creating artifacts have been conducted. These studies suggest the use of arts integration techniques in the learning environment changes participants' beliefs about their content and deepens understanding around the context of the learning. This chapter will share both the theories related to arts integration and instructional strategies that focus on arts-integrated instructional approaches in the adult learning environment.