Facilitating Responsibility for Learning in Adult
Community College Students. ERIC Digest.
by Howell, Cynthia Lake
Community colleges enroll over 2.5 million adult students, defined as
those age 25 and older. In 1997, nearly a third of community college students
were age 30 or older; 46 percent were age 25 or older (Phillippe, 2000).
Attracting the enrollment of adult students, however, is only the first
step in helping them achieve their educational goals. Adult students, particularly
if they are the first in their families to pursue postsecondary education,
are often unfamiliar with how to succeed in the community college (Valadez,
1993). This digest will review adult students' learning expectations and
needs, followed by recommendations for community colleges to facilitate
responsibility for learning in adult students.
EXPECTATIONS OF ADULT STUDENTS
Adult students come to community colleges with a variant set of characteristics.
They are more likely to attend part-time, to take courses for self-improvement
initially rather than for degree completion, and to enroll intermittently.
They often work full-time and support dependents, frequently as single
parents (Horn & Carroll, 1996). They are likely to take longer to complete
their programs, but because they take their education seriously, they generally
earn better grades than younger students do (Horn & Carroll, 1996).
Adults bring realistic, practical goals for their education and valuable
life experience to the community college classroom (Brookfield, 1986; Knowles,
1984; Lawler, 1991).
However, adult students attending community colleges for the first time
are sometimes inadequately prepared, both academically and psychologically,
for what will be expected for college-level learning. In particular, first-generation
students may have given little thought to postsecondary education while
still in high school-or may never have completed high school at all-and
therefore lack realistic expectations (Valadez, 1993). They tend to feel
what Brookfield (1999) labels impostership, a sense that they have neither
the ability nor even the right to become college students. They are likely
to hold stereotypical impressions of college teachers, envisioning them
as the all-knowing experts who pour wisdom into the heads of their students.
When adult students taking classes for the first time hear instead that
they must think for themselves, that there are no clear right or wrong
answers, and that the purpose of a college education is to ask the right
questions rather than find the right answers, they may feel confused, frustrated,
and perhaps even cheated (Brookfield, 1999).
To elicit interest that leads to involvement, which in turn encourages
responsibility, the curriculum must take into account what questions are
most intriguing and significant to students. Course content must also bring
about a sufficient grasp of concepts, principles, or skills that adult
students can apply to new problems and situations (Barr & Tagg, 1995).
LEARNING TO LEARN
Adult students enroll in community colleges with already established
lives, bringing far more experience and practical information than younger
students. They are interested in knowing how new knowledge relates to what
they already know so that they can create a framework within which they
can make sense of the new information (Brookfield, 1986; Knox, 1977). Adult
students benefit from being able to associate new learning with their previous
experiences and accomplishments, what Brookfield (1986) terms a "connectedness"
to learning. Thus, effective approaches to helping adults learn include
contributions from the students and their involvement in what is being
taught and how it is being taught. In keeping with the mission of community
colleges to encourage life-long learning, one goal of the faculty should
be to lead students to becoming self-directed learners, and to do so means
encouraging and supporting adult students' involvement in their own learning.
Adult students, as products of an educational system that has traditionally
placed responsibility for the learning process on the instructor, are initially
likely to expect to be passive recipients of knowledge. Moving from a dependent
student role towards a role as an independent and engaged learner is the
adult student's first step to taking responsibility for his or her education.
Much has been written on how institutions should change to meet the needs
of adult students, but a more realistic approach to helping adults reach
their educational goals is to provide them with the knowledge and skills
they will need to meet the challenges of the community college. Thus, the
emphasis in the classroom should be on not only what they learn but also
how they learn.
The most widely known model of instruction for adult learners is Knowles'
(1984) model of andragogy. Compared to the traditional instructor-centered
pedagogy, andragogy assumes five factors related to helping adults learn:
1. movement from dependent to independent, self-directed learning
2. a growing reservoir of experience as a resource for learning
3. a readiness to learn related to social roles
4. immediacy of application replacing future application
5. internal rather than external motivation
Knowles (1984) further suggests establishing a classroom climate that
helps adult students to feel accepted, respected, and supported so that
"a spirit of mutuality between teachers and students as joint enquirers"
can take place.
UNINTENDED CONSEQUENCES OF TRADITIONAL APPROACHES TO TEACHING
The traditional pedagogical approach to teaching, that of the familiar
teacher-as-dispenser-of-knowledge, places responsibility for the learning
process primarily on the teacher. The students' resulting passivity and
disinterest can discourage inquiry and involvement in learning; teachers
can become frustrated at their students' lack of motivation and effort
and their expectations of being spoon fed information. Unintended consequences
of the teacher-centered classroom include what Beane (1997) identifies
as three conditioned learning styles:
1. the avoidance style, characterized by the student's lack of participation
and perhaps irregular attendance;
2. the dependent style, characterized by the student seeking security
by doing whatever he or she is told; and
3. the competitive style, characterized by the student focusing entirely
on the end product of grades and viewing other students as competitors.
In spite of such consequences, community college educators often continue
to rely on a pedagogical rather than an andragogical approach to teaching,
perhaps because we teach as we were taught.
RECONSIDERING THE INSTRUCTOR'S ROLE
The traditional paradigm for postsecondary education mistakes a means
for an end, making providing instruction the primary purpose of college.
A shift from providing instruction to producing learning frees the instructor
from the role of being the exclusive source of knowledge for students to
becoming a facilitator of their learning (Barr & Tagg, 1995). Community
college teachers can seek the participation of students in determining
approaches to learning and might even invite them to help identify the
goals and objectives of the course. Knox (1977) points out that "active
interest and participation are more likely when the learner helps identify
objectives, selects learning tasks, and understands procedures" (p. 411).
) In addition, learner-centered classes in the community college have been
found to be related to higher grades, a greater sense of accomplishment,
and greater overall satisfaction among students (Miglietti and Strange,
Lawler (1991) lists nine principles through which instructors can facilitate
1. create a physical and social climate of respect;
2. encourage collaborative modes of learning;
3. include and build on the student's experiences in the learning process;
4. foster critically reflective thinking;
5. include learning which involves examination of issues and concerns,
transforms content into problem situations, and necessitates analysis and
development of solutions;
6. value learning for action;
7. generate a participative environment;
8. empower the student through learning; and
9. encourage self-directed learning.
To capitalize on the learning strengths of adult students, community
college courses can emphasize learning through synthesis, interpretation,
and application of knowledge rather than the traditional acquisition of
large amounts of new information. An awareness of the learning abilities
and expectations of adult learners will help instructors to facilitate
students' involvement in and responsibility for their learning.
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