Running head: OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 1

Obstacles and Assistance for Adult Learners

Exsa Y. Smith

Northern Arizona University

OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 2

Chapter 1: Introduction (Abstract)

An adult learner is a special student population. Adult learners face obstacles that fresh

out of high school students do not even know exist. Due to the fact that there are so many adult

learners, studies have been done to show how to better assist adult learners in their days of

schooling and to help them to succeed.

Chapter 2: Literature Review

Obstacles of Adult Learners

Adult learners face many obstacles that affect them for both in classroom and online

learning. Although adult learners are self-directed they still need guidance as they seek to

achieve their educational goals. As students are persistent in their goals, they achieve great

things.

Some adult learners juggle the responsibilities of multiple roles such as full-time

employee, spouse or partner, caregiver for children or parents, volunteer, friend, and coworker

(Wax & Wertheim, 2015, p. 40). These roles not only consume time but can precipitate guilt if

another role competes with their existing responsibilities. It has been stated that apprehension

about being back in school after a long absence is perhaps the most common concern for adults.

Adults often need help to deal with resentment from family and friends related to the time their

studies take. Sometimes employers may fail to support employees who become students. They

may fear that they will eventually leave the company, or even the department (Wax & Wertheim,

2015, p. 40). The personal stresses caused by employment can also add pressure to adult

learners, especially in demanding work environments (Dumais, Rizzuto, Cleary, & Dowden,

2013).
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Additional challenges that adult learners face are related to time management and

organizational skills which can be compounded by anxiety about being in school, negative

experiences in prior learning settings, lack of a support system at home and/or work, limited

financial resources, or failure to link education goals with employer needs (Wax & Wertheim,

2015, p. 40). Adult learners may be facing these challenges which can be tough for them as they

seek to better themselves.

Other challenges include learning tasks and anticipation of being evaluated often

precipitate emotional reactions for adult learners. They may feel anxious about doing well on a

test, fear failure, or perceive themselves as unable to meet expectations, while others may feel

overwhelmed by the multiplicity of demands within their lives (Dirkx, 2008, p. 10).

Studies have shown that there is a lack of support at the college level for nontraditional

students which causes some adult online learners to feel isolated. An example of this is that

offices that are meant to provide support are typically closed during the hours that adult online

learners, who often work full-time, have available to use them (Dumais et al., 2013). This can

also cause anxiety as students may feel overwhelmed trying to fit everything into their tight

schedule while facing yet another barrier.

Data that was presented as part of a larger study on educational attitudes among adult

learners in the state of Louisiana cited that inflexibility, lack of help when students had trouble

with the material, lack of clarity in assignments, and being too hard were all concerns for them in

learning. A problem mentioned by several first-generation adult online learners was

communicating; students had trouble understanding what their teachers were trying to say, or

teachers would simply not respond to e-mails or questions. Students need not only the motivation

to pursue a degree but also the confidence that they can succeed (Dumais et al., 2013).
OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 4

Adult learners can experience affect and emotion in a range from positive and energizing

to negative and distracting. Emotions are also experienced in other ways such as anger over

something in the educational environment that may energize the learning experience or elation

that blinds one to more difficult aspects of the experience. Learners may also experience

emotions arising from within or evoked by the learning environment itself, or they may be

struggling with personal issues around family, relationships, or work. Helping learners

understand and make sense of these emotion-laden experiences within the context of the

curriculum represents one of the most important and most challenging tasks for adult educators

(Dirkx, 2008, p. 9).

Displaced professionals with lower levels of education struggle to find work relative to

those with more education (Bohonos, 2014, p. 29). This becomes an obstacle for career track

professionals who need a degree to make the next step within their organizations as they will also

need flexible course offerings. With promotions pending, students can be tempted to take heavy

course loads in an attempt to graduate sooner. It is important to talk to these students about

balancing their academic load with work schedules (Bohonos, 2014, p. 30). Adult learners need

help figuring out how to balance these demands in their lives.

Assistance for Adult Learners

As adult learners face the many obstacles surrounding them, it is important for them to

realize the resources that are available to them and to take advantage of these resources. Some

resources that are available to adult learners include coaches, student support services, advisors,

the career growth dimension, the class management dimension, the resource dimension, and the

pedagogy dimension. A coach can help by suggesting time-management tips to help ensure

success. A coach can determine how maturity and experience can be advantageous in the
OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 5

classroom and then teach the class to benefit the adult learners. He or she can help adult learners

become much more self-reliant and help them find answers through the process of self-discovery

(Wax & Wertheim, 2015, pp. 40-41). He or she can also help adult learners understand and

provide guidance by reviewing a students profile on social media (Wax & Wertheim, 2015, p.

47) which is something that can be a struggle for many adult learners.

Some adult learners have faced negative experiences in school in the past which can

make it hard for them to go back to the classroom. In these cases, the coachs efforts may be

boosted by campus services such as tutoring, orientation to technology, and study groups. In

extreme cases, a coach might recommend that the student speak to a counselor to help deal with

the negative issues (Wax & Wertheim, 2015, p. 40).

Student support services are another resource available to adult learners. These services

include mentoring, instruction in study skills, counseling, satellite programs in smaller towns to

reduce driving, classes in computer use, more empathy for students' circumstances, more

conversation time in English, accommodating adults' irregular work schedules, and making

tutors available (Zacharakis, Steichen, de Sabates, & Glass, 2011, p. 91). Many successful adult

learners that participated in the Louisiana study cited the importance of a support system, and

how a coach can play an important role on that team (Wax & Wertheim, 2015, p. 40).

An advisor is also a great resource to adult learners and can play a particularly critical

role in guiding students that are in online programs. Advisors provide instrumental support to

adult learners, such as reminding them about registering for classes and recommending courses

for them to take. They can also be great emotional support to adult learners by doing things such

as lending a listening ear to students when they have problems (Dumais et al., 2013).
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Research has found that the following dimensions on how adult learning center design

and services could be improved to better help adult learners. The first one is the career growth

dimension which captures the belief that helping students shift from school to work would

provide greater motivation. Ideas for this belief include pairing successful employed graduates

with new students, offering presentations by adults who have successfully transitioned,

facilitating job/intern experiences to build skills and confidence, providing career guidance

and/or career fairs, and inviting employers to speak to classes (Zacharakis et al., 2011, p. 91).

The next one is the class management dimension which captures issues that interrupt

student learning and create a negative learning climate. Participants in the Louisiana study

suggested disciplining class disruptors, confronting students who refuse to participate, and

enforcing rules against using cell phones during class (Zacharakis et al., 2011, p. 91). Students

see what does or does not happen to those that no discipline happens to and therefore can make

them start to give up. M. Espinoza, an adult learner, stated she did not think it was fair that she

turned assignments in on time but then the instructor would allow other students that did not

meet the deadline more time to complete the assignments. She stated it was unfair because they

did not participate as they should have but yet had more time to complete assignments (personal

communication, November 2, 2016). It is important for instructors to be aware of their class and

to attempt to be fair in all aspects.

The resources dimension includes items perceived to be unfunded or underfunded. Some

of these resources include providing child care to enable single moms to attend classes, giving

transportation or gas vouchers, offering more advanced classes, providing books and materials

students can take home, and offering more hours of instruction per week (Zacharakis et al., 2011,
OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 7

p. 91). Though these would wonderful resources for students, it does prove to be difficult due to

lack of funds.

The last dimension is the pedagogy dimension which is how adult learners experience

instructional methods. Suggestions for improvement per studies include using hands-on

activities, doing more group activities, reducing reliance on worksheets, and making classes

more exciting (Zacharakis et al., 2011, p. 92). Although adults are usually older, research has

shown that all ages of learners feel they benefit from pedagogy type activities.

While these aids are helpful and beneficial to adult learners, it still takes an individual

person to actually do something to put these resources into place and act on them. It is important

for institutions to be aware of their student population and make options available to assist them.

Chapter 5: Conclusions and Discussion

Adult learners are both fragile and resilient. Life experiences have shaken their

confidence and knocked them down, yet they have seized the opportunities presented through

adult education to make positive changes for themselves and their families (Zacharakis et al.,

2011, pp. 92-93). Research has identified four assets that programs have offered students which

have helped them: (a) teachers who are dedicated and passionate about helping their students

achieve their goals and become productive citizens, (b) the positive consequences of forming

new friendships and support networks, (c) reinforcement of the participants' tenacity, and (d) a

sense of empowerment from participating in and building on their adult education success

(Zacharakis et al., 2011, p 93).

Again and again, adult learners reveal their sense of empowerment at their

accomplishments. Through their word choices and stories, adult learners indicate that perception

of personal power and motivation has a strong effect. Examples from students are, "It upped my
OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 8

confidence, "It was a great fear barrier-breaker going to get the GED, a real confidence booster

for me." Another amazing example from one student is, "I started working in a restaurant when I

didn't speak English. When I started, I worked the grill, and later they sent me to take classes at

the university. And I am now the restaurant's general manager" (Zacharakis et al., 2011, p. 93).

Adult learners can share their struggles to help improve themselves and their life

circumstances and to also help encourage others. A sense of resilience transpires from the stories

they share. They are building a new future for themselves, strengthened by their flexibility in the

face of perceived harsh realities. Success stories of adult learners exist because of their

perseverance. There are numerous adult learners who have success stories to share. If they did

not have the original obstacles or the assistance to get them there, they would not have these

successes to share. Adult learners show that perseverance is the key to their achievements.
OBSTACLES AND ASSISTANCE FOR ADULT LEARNERS 9

References

Bohonos, J. (2014). Understanding career context as a key to best serving adult students. Adult

Learning, 25(1), 28-30.

Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for

Adult & Continuing Education, 2008(120), 7-18.

Dumais, S. A., Rizzuto, T. E., Cleary, J., & Dowden, L. (2013, June 27). Stressors and supports

for adult online learners: Comparing first- and continuing-generation college students.

American Journal of Distance Education, 27(2013), 100-110. Retrieved from

http://www.tandfonline.com.libproxy.nau.edu/doi/abs/10.1080/08923647.2013.783265

Wax, D. M. & Wertheim, J. (2015). Coaching as a strategy for helping adults. New Directions

for Adult & Continuing Education, 2015(148), 39-48.

Zacharakis, J., Steichen, M., de Sabates, G. D., & Glass, D. (2011).Understanding the

experiences of adult learners: Content analysis of focus group data. Adult Basic

Education & Literacy Journal, 5(2), 84-95.