PROJECT

DUE DATE COURSEJANUARY 16 2013 BEC910CE- ADULT EDUCATION

Barriers to Adult LearningBy: Patti Blight, Sarah Cancelliere, Danielle Gunton, Avril Reid, Kerry Weir

What are some common barriers experienced by adult learners when they choose to return to

school or participate in workplace training?

ADULT LEARNING BARRIERS

1. Attitudinal Barriers

2. Time and Financial Barriers

3. Education Barriers

4. Institutional Barriers

5. Learning Disabilities

POSSIBLE BARRIERS TO ADULT LEARNING

So what can we do as educators to help our students overcome these barriers and take control of their

own learning?

QUESTION TO EDUCATORS

ATTITUDINAL BARRIERS

YOU CAN’T TEACH AN OLD DOG NEW TRICKS…OR CAN YOU?

THE CASE

•Anita is over 50

•She has been in her job for 20 years

•Her job is being outsourced

•She is unable to retire

•She needs to develop new skills

•She needs to go back to school

THE BARRIER

“Many adults have experienced so much criticism, failure, and

discouragement in their youth that their self-confidence and sense of

worth are damaged. In a new learning environment, adults often

are anxious, fear failure, and dread rejection by their peer group

(Kennedy, 2003).”

ALLEVIATING THE FEARS

• Provide a safe and welcoming environment

• Have students interact and discuss prior experiences

• Have students explain their goals

• Provide students with detailed course outline and expectations

THE EDUCATOR

“Part of being an effective educator involves understanding how adults learn

best (Lieb,1991)”.

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

1. Adults are internally motivated and self directed

EDUCATOR STRATEGY

•Be a facilitator

•Understand how adults learn and allow students to participate in the direction of the class

•Recognize and accommodate different learning styles

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

2. Adults bring life experiences and knowledge to learning experiences

EDUCATOR STRATEGY

•Acknowledge value of previous experience

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

3. Adults are goal oriented

EDUCATOR STRATEGY

•Show direct link between course material and students’ goals

•Use real case studies to examine theory

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

4. Adults are relevancy oriented

EDUCATOR STRATEGY

•Provide assignment options that reflect students’ interests

•Provide students with reflective questions to assess connection to goals

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

5. Adults are practical

EDUCATOR’S ROLE

•Encourage active participation allowing students to experiment and develop self efficacy

•Provide feedback on a regular basis

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

6. Adult learners like to be respected

EDUCATOR STRATEGY

•Acknowledge past experience

•Treat adult learner as an equal

•Promote an environment for expression of ideas

TIMING AND FINANCIAL BARRIERS

As adults we have their hands full. Between work, family and home responsibilities, we can feel like we are going a little crazy.

Is there really enough time in the day and extra money to spend on growing ourselves intellectually?

OVERLOAD?

•Sandra is 40 years old

•She’s a wife and mother of three children

•She’s been a Medical Lab Assistant for 18 years

•She feels she cannot progress further in her career

•She and her husband are worried about future tuition costs for their children

•She needs to expand her career by developing new skills

•She wants to go back to school

THE CASE

THE BARRIER

“How will I juggle family, work and school?   There are only so many

hours in a day… Women, by characteristic, experience a greater

amount of guilt about her student role if she feels it interrupts her

responsibility for maintaining her role within the family.  Consequently, if she feels too much strain during this time, she will ultimately give up school to make things easier.”  (Shields, 1994)

THE FEARS

Cost of course and materials

Time of day

not suitable

for shift work

Lack of time to commit to course

Cost of extra child care during course hours

1. Discuss with her family how further education will improve her career and self.

2. Ask her family to compromise.

Example: Older children can help with lunch preparation and basic housekeeping tasks

3. Form a realistic household budget to accommodate the added costs of schooling.

ALLEVIATING THE FEARS

Sandra Can...

4. Develop time management strategies. Organize by task on a calendar to understand her own abilities and how to adjust her life to accommodate others.

Example: Put on calendar dates of school, work and family events. Put due dates for bills, school assignments, etc.

ALLEVIATING THE FEARS

Sandra Can...

THE EDUCATOR

“Much of the excitement of learning is in the evolving, unpredictable and

unanticipated learning that inevitably occurs. Realizing that the richest resource in the classroom are the

members present, helped teachers of adults to relax and enjoy themselves too. Such congruence between belief

and practice enhanced all.” (Barer-Stein and Draper, 1993).

APPLYING MASLOW’S HIERARCHY OF NEEDS

MASLOW NEED EDUCATOR STRATEGY

1. Physiological Need Refers to the basic bodily requirements needed to survive

•Ensure the classroom environment is comfortable

•Equipment and resources must be in working order

•Offer short breaks throughout the lesson

APPLYING MASLOW’S HIERARCHY OF NEEDS

MASLOW NEED EDUCATOR STRATEGY

2. Safety NeedRefers to the desire to be safe from physical or emotional injury

•Set clear expectations for the course

•Provide a personal introduction to help students feel at ease

•Be approachable and accessible

APPLYING MASLOW’S HIERARCHY OF NEEDS

MASLOW NEED EDUCATOR STRATEGY

3. Social Need Refers to the need for love, belonging and acceptance from others

•Create an “ice breaker” lesson:

•Form the students into small groups and allow them to introduce themselves

•Have students talk about their strengths, weaknesses and state their expectations for the course

APPLYING MASLOW’S HIERARCHY OF NEEDS

MASLOW NEED EDUCATOR STRATEGY

4. Esteem Need Refers to the need to be seen by others, as well as themselves, as a person of worth and importance

Constantly provide positive and critical feedback to students. (Also known as “Constructive Criticism”)

Be flexible and understanding of the hectic schedules of studentsGuide them to success within the course

APPLYING MASLOW’S HIERARCHY OF NEEDS

Maslow Need EDUCATOR STRATEGY

5. Self-Actualization NeedRefers to the desire to reach one’s potential and level of succession

•Provide consistent evaluations

•Congratulate students on accomplishments

•Encourage students to move beyond their comfort levels

ACADEMIC BARRIERS

THE CASE

•Maude is 40 years old

•She is a high performer in her job at a factory

•She would like to advance in the company

•Her employer has recommended courses in business administration in order to advance

•Her literacy and computer skills are low

THE BARRIER

“While adult learners who have some academic skills can find learning

opportunities to refresh these skills, those who have very poor literacy skills or who have difficulty communicating in the language of instruction may not be able to gain easy access to related

programs.”

(MacKeracher, Suart, Potter 2006)

THE FEARSHow will I get the support that I need?

Will others laugh at me?

What if I can’t g

ain

acceptance to any

program?

What if I can’t keep up with students who have more academic skills?

What if I just

can’t do it?

THE EDUCATOR

“Designing educational institutions and learning opportunities to serve the adult

learners who encounter the most barriers to participation – learners with low incomes, low literacy skills, foreign credentials, and learning, sensory and mobility disabilities –creates a learning environment that equitably serves all

learners.”(MacKeracher, Suart, Potter, 2006)

1. Provide instruction in a variety of formats

2. Support learners in gaining basic skills and access to academic programs

3. Use mixed group learning where students of different skills learn together

4. Recognize previous learning and experience

5. Demonstrate high expectations to produce high achievement

Overcoming the Barrier

EDUCATOR STRATEGY

1. Keep learners’ attention

•Use a variety of teaching methods

•Encourage curiosity through problem solving and team research

•Include active participation

APPLYING KELLER

APPLYING KELLER

EDUCATOR STRATEGY

2. Show relevance

•Build on students’ previous experience

•Provide the objective outcome (what’s in it for me?)

•Allow learners a choice in how they learn

APPLYING KELLER

EDUCATOR STRATEGY

3. Build learners’ confidence

•Provide feedback and support to learners

•Allow learners to see the link between effort and success – build each success

•Allow the learners to feel a sense of control over learning and success by providing choice in learning methods and pace of instruction

APPLYING KELLER

EDUCATOR STRATEGY

4. Aim for learner satisfaction

•Allow students to demonstrate newly acquired skills and knowledge

•Provide reinforcement to promote desired behaviours

•Keep tasks challenging

INSTITUTIONAL BARRIERS

THE CASE

• Terry is a 30 year old single mom

• She lives in Fort William First Nation, a small rural town outside of Thunder Bay

• She does not own a vehicle

• Terry has decided that she would like to go back to school to upgrade her marketable skills

• She signs up for a distance education class because she cannot afford to take classes in town

THE BARRIER

“Institutional barriers (inconvenient class schedules, full time fees for part-time

study, restrictive locations) often exclude or discourage certain groups of learners

such as the poor, the uneducated, and the foreign born. In addition, adults living in certain geographical areas, especially

those in small towns and rural areas, are less likely to participate in educational

activities.” (Johnstone and Rivera, Volunteers for Learning.)

THE FEARS

How will I get the support that I need?

Will others laugh at me?

Will they

understand my

culture?

How will I get there?

How can I

access all the

resources

available to

me?

OVERCOMING THE BARRIER

•Create material that is targeted to learner

•Be aware of the community and its people

•Guarantee support provisions are in place, if needed

•Create short lessons/sessions

•Continually provide feedback

APPLYING MASLOW

EDUCATOR STRATEGYSelf Actualization NeedRealizing personal potential, self-fulfillment, seeking personal growth and peak experiences

•Guarantee that distance education students have access to educational services

•Include step-by-step material on how to access services in course introduction

•Create a discussion page where students can see their grades and receive constant feedback

APPLYING MASLOW

EDUCATOR STRATEGY

Esteem needs Self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.

•Get to know students and ensure a close home-school link

•Make special arrangements where this occurs

•Provide an opportunity for students to bond and feel a sense of belonging

•Create online group activities to give students a chance to get to know one another.

APPLYING MASLOW

EDUCATOR STRATEGY

Belongingness and love needsWork group, family, affection, relationships, etc.

•Be aware of the community and tailor the training material

•Maintain sensitivity to cultural environment?

•Create an introduction method that will make you aware of your students’ background

•Acknowledge contributions

APPLYING MASLOW

EDUCATOR’S ROLE

Safety needsProtection from elements, security, order, law, limits, stability, etc.

•Provide students with information related to school support and services.

•Be aware of the community and use inclusive language

•Guarantee you are easily accessible

Helping Exceptional

Students Overcome Barriers

THE CASE

• Viktor is 28 years old

• He wants to progress in his career

• He has an auditory processing disorder (APD)

• He will need accommodations when he goes back to school

• An Auditory Processing Disorder affects language acquisition

• Exceptionality is classified as a Communication- Language Impairment

• A person with an APD may have:

• Trouble following conversations

• Difficulties reading, writing, and learning technical language

• Organizational issues

(American Academy of Audiology, 2010)

THE EXCEPTIONALITY

THE BARRIERS

Students reported that learning barriers stemmed from what they experienced as a lack of instructor

cooperation and school resources to accommodate their individual needs.(Fuller, Healey, Bradley, Hall, 2004)

THE FEARS

Will the

instructor

accomodate me?

What if the room is large and I can’t hear the instructor?

Are there resources

available to support

me?I don’t

want my

peers to

pity me

A SOCIAL MODEL OF DISABILITY

Instead of focusing on a student’s medical diagnosis, concentrate on which learning barriers will prevent

this student from reaching his or her full potential in the classroom.

(Fuller et al., 2004)

EDUCATOR STRATEGY

1. Use varied instructional strategies

•Incorporate group work/discussion

•Enlist a scribe to take lecture notes

•Post lecture notes and media online

•Provide written instructions for tasks

•Allow students some time to generate responses to the topic before a discussion

APPLYING FULLER ET AL.

APPLYING FULLER ET AL.

EDUCATOR STRATEGY

2. Be ready to modify assessments for individual learner needs

•Contact relevant school office for accommodation tips

•More time or fewer questions on exam

•Use yellow paper instead of white as it is easier to read (Bennet, Dworer, Weber, 2008)

•Allow student to complete tests using a scribe or computer

EDUCATOR STRATEGY

3. Ensure the classroom environment is conducive to learning

•Seat student in centre of room

•Allow students to tape lectures

•Let students choose a quiet space for individual and group work

•Encourage student to bring any assistive devices, like a personal FM system (American Academy of Audiology, 2010)

APPLYING FULLER ET AL.

References

American Academy of Audiology. (2010). Guidelines for the diagnosis, treatment and management of children and adults with central auditory processing disorder. Retrieved from:http://www.audiology.org/resources/documentlibrary/Documents/CAPD%20Guidelines%208-2010.pdf

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Keller, J.M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design. In D. H. Jonassen (Ed.) Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence.

Kennedy, R.C. (2003). Applying principles of adult learning: the key to more effective training programs, FBI Law Enforcement Bulletin, 72(4), 1-5. Retrieved from: http://www.fbi.gov/stats-services/publications/law-enforcement-bulletin/2003-pdfs/april03leb.pdf.

Levy, S. (2003). Six factors to consider when planning online distance learning programs in higher education. Online Journal of Distance Learning Administration, 6(1). Retrieved from: http://www.westga.edu/~distance/ojdla/spring61/levy61.htm.

Lewis-Fitzgerald, C. (2005). Barriers to Participating in Learning and in the Community. Retrieved from: http://www.ala.asn.au/conf/2005/downloads/papers/workshops/Cheryl%20Lewis-%20Barriers%20to%20learning.pdf.

References

References

MacKeracher, D., Suart, T., Potter, J. (2006). A review of the state of the field of adult learning: barriers to participation in adult learning. Retrieved from: http://www.ccl-cca.ca/pdfs/AdLKC/stateofthefieldreports/BarrierstoParticipation.pdf.

Queensland Occupational Therapy Fieldwork Collaborative. (2007). adult learning theory and principles. Retrieved from: http://www.qotfc.edu.au/resource/index.html?page=65375.

Shields, C.J. (1994). Back in school: a guide for adult learners. Hawthorne, NJ: Career Press.

Siebert, A. (2000). Teaching students the way they learn: the instructor's role In retaining adult learners and Increasing their chances of success in college. Proceedings from The National Conference on the Adult Learner. Retrieved from: http://www.adultstudent.com/eds/articles/teaching.html.

Zirkle, C. (2004). Access barriers experienced by adults in distance education courses and programs: a review of the research literature. Proceedings from the Midwest Research-to Practice Conference in Adult, Continuing, and Community Education. Retrieved from: https://scholarworks.iupui.edu/bitstream/handle/1805/273/Zirkle.pdf;jsessionid=4D51BE277293A9CC5325D674C8BBE72B?sequence=1.