3 New Rules for Adult Learners in Continuing Education

The three new rules for adult learners’ success are influenced by higher education morphing into student-entered learning. This change is altering the traditional method of instructors lecturing and students taking copious notes. Student-focused learning in adult continuing education is also influenced by the rapid advances in digital social media. This media is a leading force in the transformation of post-high school learning into a real-time knowledge based learner-centered environment.

The expansion of social media technology use in higher education requires instructors to abandon their traditional teaching methods. In turn, students are also required to abide by at least three new rules affecting the way they learn. These rules also affect the way instructors share knowledge with students. The growth of social media tools such as Twitter, Facebook, wikis, blogs, and social bookmarking tools compel a student-centered learning atmosphere.

Changing Assessment Practices: Students Taking Responsibility for Their Learning

To focus on student-centered teaching and learning, instructors are moving away from total reliance on multiple choice exams. Although these exams still exist at various levels, students are now required to demonstrate their understanding and knowledge of course material in a variety of ways.

New rule number one for adult learners – the expectation to demonstrate their understanding through the completion of alternative assessments using new technologies, such as:

• Diaries, Blogs, or Journals – students record results of their research, processes they used to resolve a problem, group work processes, or a self-reflection of their understanding of course material.
• Portfolios – are used to describe a situation or problem, action taken to remedy the situation or problem, and results of action taken. A portfolio contains a collection of writings, research results, presentations, and solutions to the situation as a means of presenting their work.
• Self Assessments – students provide an instructor with reflective assessments of their participation, effort, and understanding of course material.
• Project-Based Learning – is collaborative group work in which teams or groups of students work together to complete a specific task resulting in a presentation, product, or performance.
• Wikis – students create their own wiki or contribute to a group or class wiki. These wikis are used to share information while working collaboratively to solve problems or complete projects, then for sharing their results with others.

Problem-Based Teaching and Learning: More Emphasis on Critical Thinking Activities

New teaching strategies in higher education have led instructors to incorporate or add more problem-based learning (PBL) activities to their courses. Adult learners are presented with challenging problems that help develop skills needed they need for future employment. Students develop essential skills research, problem solving, interpersonal communication, presentation, and writing skills to allow them to quickly transition from school into the workforce of their chosen career.

New rule number two for adult learners – the expectation of learning how to actively participate in courses with less reliance on passive learning.

Students are expected to use their critical thinking skills to solve problems they cannot resolve with their current knowledge, views, or beliefs. These activities require students to link theory they learn in class to real-world practices or applications to find solutions.

This new rule also requires more reliance on social media tools to communicate with fellow students, group partners, course instructor, and experts. Students are expected to collaborate with others using social media tools in the same manner they would in a workplace environment.

Collaborative Learning Strategies: Using Active and Constructive Processes

In adult continuing education, students are no longer classroom observers. Adult learners employ active and constructive processes while using information, theories, and ideas to create something new through collaborative learning. These new things are solutions, products, or presentations used to present solutions to problems or situations.

New rule number three for adult learners – the expectation of active participation in group work to demonstrate their understanding of course concepts, ideas, and theories.

The following are examples of projects students can expect to actively participate in because of these new rules. These DoMyProject take advantage of online learning tools for participation, making it more convenient for adult learners relying on online digital media to contribute.

• Writing Fellows – students in higher level classes who are strong writers provide assistance to other students in lower level classes as a collaborative group learning project.
• Case Studies – groups of students work collaboratively to solve a problem or resolve a situation. This is followed by a class presentation leading to a whole class discussion concerning the value of their findings and solution to the case study.
• Simulations – students participate in structured role-play to simulate real-world problems or situations related to course learning goals.
• Workshops – students in upper level courses hold workshops emphasizing knowledge strong points in a subject area, as opposed to emphasizing weaknesses. These events are collaborative in nature, as the workshop leaders guide small group problem solving situations. Workshops are normally offered in mathematics, science, and writing; however, they are offered in other subjects as well.

These three new rules are designed to take advantage of the wave of free or inexpensive social media tools available today. Also, these online tools have changed classrooms into active student-centered learning environments. Course instructors are relying more on collaborative learning techniques and alternative ways to assess their students’ understanding and knowledge. The days of passive learning, where student eyes are glazed over as they sit through boring lectures, are waning.

About Author: Noah Hanson is an aspiring writer and content manager. Writing is his true passion and he does his best to inspire others through her works. Also, Noah provides writing and editing help to those who want to do better at writing.