Learning Reflections Paper

Marketing Strategies

Nasser Miranda

University of Phoenix

Marketing Strategies

Adult learning is purposeful and directed learning undertaken by adults, either in groups or individually, to increase knowledge and skills or change values, behavior, or beliefs. Adult education is where adults participate in systematic and organized activities to facilitate their understanding and learning. Adults must upgrade their knowledge, abilities, skills, and aptitude (Klein-Collins, 2011). The fundamental objective of adult learning is to ensure individuals can augment their understanding of various concepts. This paper aims to explore the marketing strategies that can be applied in adult learning programs.

Formal learning program

It is a learning activity that is structured and organized in a sequence, where learners adhere to a study program or a series of experiences planned and guided by trainers, tutors, or teachers. Subsequently, it leads to formal recognition of educational performance. For instance, acquiring a certificate, diploma, license, or degree (Wang et al., 2010). Formal adult learning is provided in schools, colleges, universities, and other formal educational institutions constituting a continuous ladder of full-time education.

Segmentation: Marketing as a strategy is essential to factor for adult education providers and a significant challenge. Reaching the target audience requires knowing the customer group and the various channels and properly targeting them to target marketing resources (Klein-Collins, 2011) effectively. It is essential to divide the students according to their intellectual capability.

Differentiation: informal education, students can learn differently but with static methods of teaching available. It is crucial to set the course for the slower-paced learner and separate them from fast learners (Klein-Collins, 2011). Additionally, you can achieve differentiation in a classroom by providing an interactive, changeable experience for every student for instance; flexible and progressive tasks, using digital resources, using variable outcomes, changing the face of classroom

Positioning: This is a marketing strategy where a choice is made on one or two critical key areas of concentration to excel in those areas (Wang et al., 2010). This strategy focuses on how it will compete in the market. It considers strengths and weaknesses in the formal learning program. Areas of competency are quality, cost, flexibility, speed, innovation, and service.

Non-formal learning program

It is a learning structure, including activities such as; participation in courses that are not part of a formal educational program. Good examples are seminars, workshops, private lessons, and guided/organized workplace training. Non-formal learning may take place both within or outside educational institutions. It may cover educational programs for adult literacy. Additionally, adult primary education, work-skills, life-skills, and general culture are non-formal education. One of the characteristics of non-formal learning is that it does not necessarily have to follow the learning system ladder.

Segmentation: It is an essential strategy for non-formal learning, geared toward marginal and oppressed populations. Out–of–school programs designed to enhance the participant's decision-making power and socio-economic status (Chen and Chen, 2007). It adds to an individual's skills and knowledge and adheres to the structures and rules in the more comprehensive social system, enabling the new behavior to be used and established.

Differentiation: Students enter the classroom with diverse learning styles, abilities, and personalities. Teachers are expected to ensure that all students meet the standards. Using differentiated instructional strategies, tutors can meet all students' varying needs and help them meet and exceed the established standards (Levy, 2008). Differentiated teaching provides paths to learning so that the classroom fits varied learners. Teachers should use a theory that provides differentiated instructions to enhance learning and provide practical examples of how to differentiate process and content for learners.

Positioning: There is a need to explore the potentials of the non-formal sector. The non-formal learning sector is a variable wheel for the development of individuals and nations at large. All stakeholders, government, and non-governmental agencies should encourage the full realization and utilization of the non-formal education sector for development nationally.

Analyzing whether each adult learning program meets students expectations

Undoubtedly, the formal adult learning program meets students' expectations because of the learning environment's critical role in fostering learning with understanding. The school and classroom's learning environment provides a conducive environment where the teachers interact effectively with adult students through educational programs. (National Research Council, 2000) The curriculum integration, assessment, and instruction promote learning with understanding. Contrary, the non-formal learning program does not meet students' expectations since there is no consistency in the learning curriculum. The learning environment is not conducive for the students and the teachers.

Comparison of Adult Learning Programs

In comparing and contrast the two adult learning programs, this section captures a pie chart to explain it. Compared to competition about adult and master learners' payments between the Assumption College and Clark University, adult learners will be paying 2750 dollars. The master's programs will pay 1113 dollars (Clark Digital Commons, 2018), as shown in the chart below.

Source: Clark Digital Commons, (2018)

References

Chen, Y. J., & Chen, P. C. (2007). Effects of online interaction on adult students’ satisfaction and learning. The Human Resource and Adult Learning journal, 3(2), 78-89.

Clark Digital Commons (2018). Adult Learners: A Targeted Marketing Approach. Retrieved from https://commons.clarku.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1021&context=sps_masters_papers

Klein-Collins, R. (2011). Strategies for becoming adult-learning-focused institutions. Peer Review, 13(1),

Levy, D.(2008) & Francesco, A. J. Impact of sustainability on the investment environment. Journal of European Real Estate Research.

Wang, I. F., Chung, G. H., & Kuo, C. T. (2010). A Study of Marketing and Advertising Strategies