Misconceptions of Adult Learning
Prezi: Misconceptions of Adult Learning
Misconceptions of Adult Learning
Throughout the course, EDU 643 – Teaching the Adult Learner many aspects of adult learning were brought up, discussed and reviewed. There are many misconceptions about adult learning that were brought to light and given new understanding. Three misconceptions that stood out were that adults and children can be taught in the same manor, that as we age we become more or less intelligence and our learning style stays the same, and that each generation learns the same way. Through course material, theories and research attested these misconceptions and a way to incorporate the new understanding into practice was concluded.
Andragogy
Simply put andragogy is the education of adults. Although some people may think that adults and children learn the same or in a similar fashion, research on andragogy proves this misconception to be inaccurate. Merriam, Baumgartner, & Caffarella (2007) discuss many assumptions that can be made about adult learners; their experience plays a role in their learning, internal motivation is greater than external, and adults need to know why they need to learn something are three among others. Unlike children adults will turn away from education when an instructor talks down to them or they are required to do busy work. If the information does not pertain to the current life and/or career an adult will likely feel it is not of importance. When instructors understand who the student is and utilize andragogy to assist in creating a more proficient learning environment then students will feel more benefit from the course.
In terms of an Athletic Training Education Program, a preceptor needs to be able to utilize andragogy teaching methods to reach the older athletic training students. While some Athletic Training Education Programs begin classes as freshman in high school most do not start clinical rotations until sophomore year or the first year in the program. As students’ progress through the program they can be allotted more responsibilities and begin to do more hands-on activities. Kolb & Kolb (2005) state that “learning results from synergetic transactions between the person and the environment” (p. 194). Athletic training student have a unique clinical experience that is designed to prepare them for a field career out of college. While at a clinical rotation students typically complete modules (mini tests) with their preceptors. These modules are an excellent way to include feedback on learning effort and how effectively students learn class material, linking to the experimental learning theory (p.194).
Developmental Theories
Adult development is the progression of the mind and body throughout the various stages of life. A misconception for adult learners is that although aging occurs consistently, adult development can happen at altering rates. While every person is unique, every person goes through changes throughout life, according to multiple psychologists there are four main theories and two sub theories involving adult development. The image below, found on the Theory-Adult Development Weebly (n.d.), is an easy way to pair each theory with the corresponding psychologist.
In a video presented by Clark University (2010) on the Today Show, psychologists discuss how with the economy the world is continuing to change and it is no longer as easy for young adults to branch out on their own. With a higher rate of acceptance of pre-marital sex there is no longer a rush to settle down. The neurologist touch on how the adult brain is still growing mentally through age 25 making it more acceptable to live with parents until that age.
Athletic training preceptors can take this information about adult development and gain a new understanding that not all adult learners will be at the same place in life when they enter or leave the program. This understanding allots preceptors to adjust their expectation and take notice of students who may be struggling with the developing/growing up stages. By taking notice preceptors can take part in helping these students grow and mature into more well-rounded adults and clinicians. It could lead to difficulties in future careers if a student does not continue through the stages of development.
Teaching for the Generation
Generation gaps exist from a difference in the way people are raised and the mentality of different generations. Many people believe that there is no way to solve the generation gap. There are problems within every generation and if other generations continue to look at each other and criticize instead of problem solve and learn the generation gaps will never end. In the article Which generation has it worse? by CNN (2016) a group of authors discuss the problems within each generation. Dasha Burns claims that millennials are just confused while Jeff Yang claims generation x is bitter (CNN, 2016). Instead of thinking negatively about each individual generation preceptors should learn which part of the VARK each generation prefers and adjust accordingly. Mason (2010) breaks down each generation into the following:
- Visual – Generation X (slide 11)
- Auditory – Baby Boomers (slide 17)
- Read/Write – Generation Y (slide 19)
- Kinaesthetic – young persons (slide 20)
As a preceptor, generation gap teaching is extremely import to understand. Shaheen (2010) discusses a situation where a server tells the younger staff that the sugar dispensers are low but until she asks them to fill them they don’t connect the two together and fill them. Shaheen brings up a great point that a difference in generational learning led to a misconception of a worker. For athletic trainers, generational gap learning/teaching comes into play in every day occurrences; game day set up, treatments, practice set up, cleaning, etc. Knowing how a generation learns can resolve a plethora of miscommunication issues.
Implementation
With the change from Athletic Training moving from a Bachelor’s level degree to a Master’s level degree it is becoming more important for Athletic Training Education Program preceptors to educate themselves on adult learning. Merriam, Baumgartner, & Caffarella (2007, p. 84) makes assumptions about adult learners that can easily relate to an ATEP; their experience plays a role in their learning, internal motivation is greater than external, adults need to know why they need to learn something. By researching misconceptions such as adults learning the same as children, all adults develop in the same way at the same time, and that all generations learn the same educators are able to break barriers and provide an environment that suites the learning needs of the student.
Resources
CNN (2016). Which generation has it worse? Retrieved on 14 June 2017 from http://www.cnn.com/2016/01/19/opinions/generation-opinion-roundup/index.html
Kolb, A.Y. & Kolb, D.A. (2005). Learning Styles and Learning Spaces: Enhancing learning in higher education. Academy of Management Learning & Education, 4, 192-213.
Mason, (2010, February 27). Learning As We Age. [SlideShare slides]. Retrieved on 22 June 2017 from https://www.slideshare.net/jmason72/learning-preferences-as-we-age-3293843
Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Shaheen, R. (2010, May 07). Learning Styles: Generational Teaching Tips. Retrieved from: http://www.youtube.com/watch?v=iaZ-igX-DBs
Theory – Adult Development. (n.d.). Retrieved from http://adultdevelopment.weebly.com/theory.html
Today Show. (2010, August 25). When Do You Become a Grown-Up? (Clark University Video) [Video file]. Retrieved from https://www.youtube.com/watch?v=vEE170O9bX8
Keeley Glonek, ATC, LAT 