Running head: MISCONCEPTIONS OF ADULT LEARNERS 1

Three Misconceptions of Adult Learners: A Reflection of Understanding

Laura Stein

Post University
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My Misconceptions: An Introduction

As I started EDU643, Teaching the Adult Learner I expected the course to confirm at

least some of the many trends that I had confidently perceived every day as a manager in the

admissions process at a higher education institution. I was proud to see that some of my

experiences were legitimate, but I was surprised to learn that educating adult learners is not as

ambiguous as I had categorized it. My misunderstanding diminished gradually each week

because of course materials, open discussion forums and research completed for assignments.

None of my formed knowledge was not based on just one of my educational experiences, they

were formed from on all of them. This course has allowed me to determine three misconceptions

that have stood out above all others, detailed in the following report, which include generational

differences, defined learning environments and the impact of self-directed learning within

education.

Adult learners includes a broad market of individuals and, through my experiences I

have worked with adults in their mid-twenties that are actively serving the military, but also

grandparents or veterans that are continuing their education decades later. This confirms the

profile of adult learners as Illinois State University (n.d.), 25 years or older, and/or have

additional responsibilities such as family, career, military, or community, and are seeking a

degree or other educational offering (credit or non-credit) to enhance their professional and/or

personal lives (University College). I guess I just grouped adult learners into the one category:

adults, I did not accept that knowledge forms through untraceable experiences and I believed that

self-directed learning was most likely based on false information because of a lack in instruction
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Breaking Misconceptions: Studies, Theories, Findings and Proof

Generational differences have to be understood while teaching adult learners because

they include diverse characteristics formed from life experiences. As Baker College (2004)

clarifies, Baby Boomers are a generation without a sense of generational identity as other

generations have, but with a definite sense of their importance in both place and time and they

were not the first generation to work hard, but were the first generation to make doing so a

badge of honor rather than a necessary fact of life (p. 18-19). This form of identity also

confirmed a certain mindset in school. They continued their education more often than their

parents and formed confidence and control based on grades, or proof of success. Also, based off

of stories that my parents have shared and books that I have read and documentaries that I have

viewed overtime, I know that civil rights was a focus for this generation and, that confirms why

there is less individual identity because the goal was equality.

Generation X and Millenials are now included in the population of adult learners and,

with the increase of this student base as well as new forms of education, it is important to

confirm that they both have needs, wants and expectations that differ from Baby Boomers as

well as one another. Generation Xers were the first mass group to have technology within their

homes and personal lives. I recall stories from my parents regarding breaking news being aired

on a small black and white television, with one family member holding bunny ears to get enough

reception in order to view or hear about political events or, just watching a show. Generation X

grew up with gaming systems, were the first generation to accept and personal use of computers

and, as I remember, having mandatory typing courses within the general education curriculum.

Generation X was also the first to experience a lifestyle with two working parents which created

an independence at a younger age than prior generations (Merriam, Baumgartner, and Caffarella,
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2007). In my opinion, based on lessons taught by my Baby Boomer parents, but also respecting

facts regarding political and economic issues within my era, I was somewhat aware of how and

why I was extremely different from my grandparents and somewhat different from my parents.

After studying Caudron (1997), I confirmed that Generation X are loners, they distrust

institutions and regard companies as places to grow, not places to grow old (p. 21). I almost

want to debate this mindset, but that also makes me realize it is true. Bakers College (2004)

stated that Millennial children now many being categorized as adults, are physically and

medically more well-cared for than any other generation in history yet more are diagnosed

with learning and behavior disorders than ever before (p. 23).

Because of the differences within the formative years of Baby Boomers, Generation X

and Millenials, it should not come as a surprise that the personalities, as well as learning styles

for adult learners would be diverse, but misconceptions do exist and must be recognized in order

to prove success for current and future students. Holyoke and Larson (2009) explain teachers

and trainers of adult learners need to be aware of generational characteristics when developing

lesson plans and training materials. Combining generational understanding with current adult

learner theory provides a unique teaching as well as learning experience (p. 20). I cannot

imagine taking a course with my father, but I can also recall a few months ago when we shared a

learning experience at a museum where we were informed by a professional. They asked us to

relate to the exhibit based on our personal experiences and I was shocked that my dad and I

learned a lot about each other. As Holyoke and Larson (2009) confirm Letting the adult learner

do assignments that pertain to their real life situation provides a natural orientation to learn new

theories for each generation (p. 21).

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I do not feel that I am the only one that has formed a misconception on the different

educational settings that learning takes place, but I also thought I was somewhat above the

institutional based recognition, yet I guess that proves I am Generation X. In my current career

context I know how to evaluate college and military experiences in order to allot credits for

knowledge gained. I have also tried to think outside the box by researching third parties or

niche markets that will find a way to approve credits based on unique or unknown, yet find an

honest confirmation regarding skills and knowledge. With that said, I had not considered how

much learning takes place outside of a work, military or school environments, which has lead me

to understand this misconception. Referring to Merriam, Baumgartner, and Caffarella (2007),

there are four categories that broadly label these environments as formal settings, nonformal

settings and informal settings, but also include online learning, which spans formal, nonformal,

and informal settings proving that learning opportunities come in many sizes, shapes, forms,

and places (p. 51).

A formal educational setting is the most accepted and understood learning environment

since it is almost always institutionally based, but informal and nonformal learning is much more

difficult to track because there are not as many policies or practices set in stone. As Lachem

(2014) states, formal education, the goals, locations and methods are externally determined by

the educational or training providers yet informal learning, the aims and pursuit of knowledge

or skills are individually or group determined (Journal of Learning for Development). Informal

is based on life experiences, which I have viewed as self-directed learning and will be discussed

further in the next section. Nonformal learning, as Merriam, Baumgartner, and Caffarella (2007)

explains has been used most often to describe organized learning opportunities outside the

formal educational system usually referring to short-term, voluntary, and have few if any
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prerequisites (p.30). Formal, informal and nonformal all have a purpose and confirmed

educational growth that should be respected and awarded, but it should also be understood that

these different settings will influence the mold of adult learners.

Although there are many elements to self-directed learning, in short it is referred to, as

Firat, Sakar and Yurdakul (2016) define, a form of self-learning (p. 31). The tough part, like

nonformal learning, it is hard to track and award knowledge, especially in a formal setting, but it

should still be recognized since it stems from experiential learning environments inside and

outside the workforce. It is also validated in a family and culture formed setting which can

sometimes teach more than any book or course. Skiff (2009) explains of primary concern in

this definition of SDL is the fact the learner takes 1) the initiative to pursue a learning

experience, and 2) the responsibility for completing their learning. Once the initiative is taken,

the learner assumes complete responsibility and accountability for defining the learning

experience and following it through to its conclusion (What is Self-Directed

Learning?). Although I do see much truth in this confirmation, I also believe that self-directed

learning is not always chosen before it happens, yet it will take place even if it is recognized

after. I went through a life changing experience in my last two years of high school, into my

college years when I mother was diagnosed with cancer. As she dealt with the treatments and

debilitating symptoms so did my family and I. This forced me to learn how to take on a parental

role for my younger brother while also managing my time assisting my mom and family, going

to school and working. I had learned from all of these experiences so when I finally ventured off

to a traditional school in order to complete my undergraduate degree I had a hard time relating to

the students in my classes as well as the one-sided instruction taught by my professors.

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Although the profiles of adult learners may vary, I had never really considered that

generational differences would need to be a focus for educators in all learning environments. I

also was only somewhat aware, or accepting, of the fact that learning does not have to take place

in a formal setting. It is confirmed to happen every day outside of a classroom, even outside of

an informal setting. Last, as much as I never truly understood self-directed learning, I now

realize that it is a huge piece in educating adults as well as them educating themselves with or

without assistance. All three of these subjects go hand in hand. Educators have to accept that

adult learners are not as simply categorized as some might like but embracing their personalities

formed from their many experiences will allow learning to take place on a higher level when the

differences are understood.

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References

Firat, M., Sakar, N. and Yurdakul, K. (2016). Web Interface Design Principles for Adults Self-

Directed Learning. Turkish Online Journal of Distance Education, 17(4), 31-45.

Retrieved from: tojde.anadolu.edu.tr/yonetim/icerik/makaleler/1232-published.pdf

Holyoke, L. and Larson, E. (2009). Engaging the Adult Learner Generational Mix. Journal of

Education, 38(1), 12-21. Retrieved from: http://files.eric.ed.gov/fulltext/EJ891074.pdf

Illinois State University (n.d.). Who is an Adult Learner?. University College. Retrieved from:

http://universitycollege.illinoisstate.edu/adult/who.shtml

Lachem, C. (2014). Informal Learning and Non-Formal Education for Development. Journal of

Learning for Development, 1(1). Retrieved from:

jl4d.info/index.php/ejl4d/article/view/6/6

Lohman, M.C. (Fall 2003). Environmental Inhibitors to informal learning in the workplace: A

Case Study of Public School Teachers. Adult Education Quarterly, 50(2). Retrieved from:

http://eds.b.ebscohost.com/ehost/detail/detail?vid=0&sid=b883d6dc-4b7d-451a-b6e3-

f5ac041de52b%40sessionmgr101&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1za

XRl#AN=3995928&db=a9h

Merriam, S. B., Baumgartner, L., and Caffarella, R. S. (2007). Learning in Adulthood: A

Comprehensive Guide. Jossey-Bass, 5-434.

Skiff, D. (2009). What is Self-Directed Learning?. Retrieved from:

www.selfdirectedlearning.org/what-is-self-directed-learning

Vandal, B. (2011). Higher Education Reform: Next-generation models to increase success

and control costs. The Progress of Education Reform, 12(4), 1-4.

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