Liberty University
Understanding the Basics of Adult Learning
Based upon my reading of Chapter Two and its description of the main characteristics of adult learning, I would evaluate the courses I have taken online over the last few years in terms of their sensitivity to how adults learn best as close to the mark, and the classes on campus as somewhat meeting the need.
The main characteristics of adult learning that the chapter highlights; pace according to the realities of the adult, being more self-directed, the material having an immediate application, being supportive and stress free, reduced time framed, presented in a multi-modal manner, the material isn’t devoid of context, the material being life centered, an openness to compare to personal experiences, is able to be taken in over time, and it can be learned through dialogue are all critical and applicable to me as an adult learner.
Between online classes and on campus classes, of the eleven factors I mentioned above, online classes provide 90 percent of the factors while on campus courses about 50 percent of the factors. I recall my time attending on campus classes while on active duty in the Marine Corps. I was fortunate, as an aviation mechanic, I worked during the midnight shift, so I was able to attend the day time scheduled classes. But, when the tragedies of 9-11 happened my schedule changed, and I found myself without the pliability of attending class during the day time.
The classes that were offered at night were mostly attended by working and older adults so the professors and instructors would pace the classes according to the eldest individual in the class. This sometimes slowed down the pace too much, to a point where the slow pace took away from the desire to learn. With online courses I have found that I controlled the pace. Within online courses there are breakdowns on how to access different references and live or record orientations that explain how the course should be approached and assignments submitted. There isn’t a hinderance of having to wait for another to dictate the pace, I am in control of the pace.
On campus classes are never self-directed. There is a lecture given by a proctor or the professor, a lab possibly, then a quiz based upon those lectures and labs. The online courses I have taken have all been other-directed. Because you are not in a classroom, the world is your classroom. I can grab and apply a great deal to expound upon the material. But I am open to seeking that material, touching those points. I can plan it based on my own drive and curiosity.
Online courses hit multiple points of the learning experience in every measure for me. Whereas the adult learner that I am has always hit some wall or at some point has fallen short hindering the learning experience.
References
Lowe, S. D., Ph.D., & Lowe, M. E., Ed.D. (2017). Orienting Adults to Learning in Graduate Theological Education. Retrieved January 16, 2019.
arnita
rtch500learningjoural2.docx
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