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?

1. Attitudinal Barriers

2. Time and Financial Barriers

3. Education Barriers

4. Geographical Barriers

5. Learning Disabilities

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

own learning?

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 can not afford 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’S ROLE

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’S ROLE

Acknowledge value of previous experience

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

3. Adults are goal oriented

EDUCATOR’S ROLE

Show direct link between course material and student’s goals

Use real case studies to examine theory

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

4. Adults are relevancy oriented

EDUCATOR’S ROLE

Provide assignment options that reflect student 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’S ROLE

Acknowledge past experienceTreat adult learner as an equalPromote an environment for expression of ideas

TIMING AND FINANCIAL BARRIERS

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

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

•Sandra is 40 years oldShe’s a wife and mother of three childrenShe’s been a Medical Lab Assistant for 18 yearsShe feels she cannot progress further in her career

•She and her husband are worried about future tuition costs for their childrenShe needs to expand her career by developing new skillsShe 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 house keeping tasks Form a realistic household budget to accommodate the added costs of schooling.

ALLEVIATING THE FEARS

Sandra Can...

4. Develop time management strategies. Organize with a point/task by point/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’S ROLE

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 orderOffer short breaks throughout the lesson.

APPLYING MASLOW’S HIERARCHY OF NEEDS

Maslow Need EDUCATOR’S ROLE

2.Safety Need. Refers 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

These strategies will help the educator seem more approachable when student issues arise

APPLYING MASLOW’S HIERARCHY OF NEEDS

Maslow Need EDUCATOR’S ROLE

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

Creating an “ice breaker” lesson: Form the students into small groups and allow them to introduce themselvesHave students talk about their strengths, weaknesses, and state their expectations for the course

APPLYING MASLOW’S HIERARCHY OF NEEDS

Maslow Need EDUCATOR’S ROLE

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 negative 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’S ROLE

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

Provide consistent evaluations: Congratulate students on something they accomplished on a task or assignment Encourage students with specific guidelines on how 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. High achievement can come from high expectation

Overcoming the Barrier

EDUCATOR STRATEGY

1. Keep learners’ attention

Use a variety of teaching methodsEncourage curiosity through problem solving and team researchInclude active participation

APPLYING KELLER

APPLYING KELLER

EDUCATOR STRATEGY

2. Show relevance Build on students’ previous experienceProvide the objective outcome (what’s in it for me?)Allow learners choice in how they learn

APPLYING KELLER

EDUCATOR STRATEGY

3. Build learners’ confidence

Provide feedback and support to learnersAllow learners to see the link between effort and success – build each successAllow the learners to feel a sense of control over learning and success

APPLYING KELLER

EDUCATOR STRATEGY

4. Aim for learner satisfaction

Allow students to demonstrate newly acquired skills and knowledgeProvide reinforcement to promote desired behavioursKeep tasks challenging

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

• Occurs when the brain is unable to separate meaningful sounds from background noise.

• 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 ofinstructor

cooperation and school resources to accomodate their individual needs.

(Fuller et al. 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, Healey, Bradley, Hall, 2004)

EDUCATOR Accommodation

1. Used varied instructional strategies

Incorporate group work/discussionEnlist a scribe to take lecture notesPost lecture notes and media onlineProvide written instructions for tasksAllow students some time to generate responses to the topic before a discussion

APPLYING FULLER ET AL.

APPLYING FULLER ET AL.

EDUCATOR Accommodation

2. Be ready to modify assessments for individual learner needs

Contact relevant school office for accommodation tipsMore time or fewer questions on examUse 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 Accommodation

3. Ensure the classroom environment is conducive to learning

Seat student in centre of roomAllow students to tape lecturesLet students choose a quiet space for individual and group workEncourage student to bring any assistive devices, like a personal FM system (American Academy of Audiology, 2010)

APPLYING FULLER ET AL.

ReferencesAmerican 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.pdfBarer-Stein, T., and Draper, J.A. (Eds.). (1993). The craft of teaching adults. Toronto, ON: Culture Concepts.Bates, P., Aston, J. (2004). Overcoming barriers to adult basic skills in sussex. Institute for Employment Studies. Retrieved from: http://www.employment-studies.co.uk/pdflibrary/1552slsc.pdfBennet, S., Dworet, D., Weber, K. (2008). Special education in ontario schools (6th ed.). St David’s, ON: Highland Press.Fuller, M., Healey, M., Bradley, A., & Hall, T. (2004). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies In Higher Education, 29(3), 303-318.

Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from: http://www.edpsycinteractive.org/topics/conation/maslow.html.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 Erlbaum.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.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.

References

References

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.