Misconceptions in

Adult Learning
Amanda Sherman
Post University

Misconceptions in Adult Learning

Self-Directed Learning is not a study or a practice, but a term
describing the motivation of the adult learner.
Informal learning has little value academically.
Age differences have little effect on the classroom dynamic
and the instructor should treat all students the same.

Self Directed Learning

Knowles concepts of selfdirected learning
Individuals take initiative without
the help of others
Diagnose their learning needs
Formulating learning goals
Identifying human and material
resources for learning
Choosing and implementing
appropriate learning strategies
Evaluating learning outcomes
(Smith, 2016, p1)

Self-Directed Learning
Research
Self-Directed Learning Techniques, in
order of student satisfaction
Self-Evaluation
Flexible Due Dates
Self-Paced Assignments
Individual Presentations
Role Play
Group Presentations
Service Learning
(Cox, 2015)

In Practice
Providing examples of previous student
work gives current students inspiration
but also the opportunity to be creative
and explore their point of view.
Provide examples of previous
student work
Invite previous students to lecture
on their experience
Connect previous students with
current students in a mentor
relationship

Informal Learning
Benefits of informal learning
Individual level: by
improving their meta-cognitive
skills (learning to learn);
increasing their selfconfidence; improving their
social skills
Institutional level: informal
learning can promote cohesion
and social integration

(Cullen, Betterby,
Foresti, Lyons & Stern,
2000, p12)

Informal Learning
Research

In Practice

Polling students within an informal

learning format uncovered students
feelings toward this style of learning.
Makes learning fun
Time management
Feelings of accomplishment
Builds confidence
Camaraderie
Exposure to New Opportunities

(Denson, Stallworth, Hailey

& Householder, 2015)

Mentoring programs provide an

opportunity for students to learn
from their peers in an informal,
casual way.
Learning style is less threatening,
students are more likely to ask
questions
Students learn different
techniques and learning strategies

Multi-Generational
Classrooms
Diversity in the Classroom
Levinsons age graded theory:
traditional college students are in Early
Adult Transition Phase. Finding their role
in the world and developing
relationahips.
Donavant, Daniel
& MacKewn,
With more adults (returning
to college
at all
2013)
ages, learners find themselves interacting
with a widely ranged student population, in
all different phases of life.
Students of different age groups have
misconceptions of each other.

Multi Generational Classrooms

Research

In Practice

Professors attitudes toward multigenerational learners

69% of faculty stated that adult
learners exhibited greater intrinsic
motivation
60% believed adult learners worked
harder on their studies

Students attitudes toward each

other
64% of students perceived that
older students treat their
professor as a friend
98% of students stated that they
enjoyed the diversity of a mixed
age classroom

Assigning students small, agediverse groups creates a more

personal interaction
Students have the opportunity to
ask each other questions
Allows opportunity to break down
barriers and misconceptions about
different age groups

New Insights on Adult Learning

Educators can promote self-directed learning habits

which enable students to discover their learning
techniques and become more effective learners.
Informal learning takes place throughout the lifetime, in
all facets of life and can have significant academic value
in and out of the classroom.
Age differences in students can have a dramatic impact
on the dynamic of the classroom.

References
Cox, T. D. (2015). ADULT EDUCATION PHILOSOPHY: THE CASE OF SELFDIRECTED LEARNING STRATEGIES IN GRADUATE TEACHING. Journal Of Learning
In Higher Education, 11,(1), 17-22.
Cullen, J., Batterbury, S., Foresti, M., Lyons, C., & Stern, E. (2000). Informal
learning and widening participation. Research Brief, 191.
Denson, C. D., Stallworth, C. A., Hailey, C., & Householder, D. L. (2015).
Benefits of Informal Learning Environments: A Focused Examination of STEMbased Program Environments. Journal Of STEM Education: Innovations &
Research, 16 (1), 11-15.
Donavant, B. B., Daniel, B. V., & MacKewn, A. S. (2013). (Dis)connected in
Todays College Classroom? What Facult Say and Do About Mixed-Age Classes.
Journal Of Continuing Higher Education, 61(3), 132-142.
Doi:10.1080/07377363.2013.836811
Hayslip Jr, B. E. R. T., Neumann, C. S., Louden, L., & Chapman, B. (2006).
Developmental stage theories. Comprehensive handbook of personality and
psychopathology, 115.
Lynch, J., & Bishop-Clark, C. (1994). The Influence of Age in College
Classrooms: Some New Evidence. Community College Review, 22(3), 3-12.
Smith, T. (2015). Self-Directed Learning. Research Starters: Education
(Online Edition),