Who Are Today's Adult Learners?

Perspectives of Adult/Community Education

Group 2: Karin Gilbert, Maureen Chavez-Reda, Bob Phelps, and Will Cooper

Ball State University

EDAC 631 Adult and Community Education

Professor Dr. Bo Chang

October 12, 2019

Who Are Today's Adult Learners? 

Infographic-Who Are Today's Adult Learners

Group 2	Roles	Commented On
Karin Gilbert	Co-Leader/Table & Creative Formats/Implications Assist	Group 1 (Karen, Darla, and Travis)
Maureen Chavez-Reda	Co-Leader/Discussions/Introductions Assist
Bob Phelps	Introduction/Table & Creative Formats Assist	Group 1 - Karen, Darla, & Travis
Will Cooper	Implications/Discussions Assist	Group 3 (Katherine, Jackie, Hagan, and Shane)

Introduction 

Defining adult education has become more difficult as the opportunities for adult learning increase and become more ubiquitous. Personal and professional growth is integrated into the daily routines of adults as employers, community organizations, and non-profits offer adult learning opportunities. In an interview conducted by Dr. Bo Chang, Dr. Carol Kasworm (personal communication, February 26, 2019) suggests the term ‘adult education’ is now known by a variety of names, for multiple reasons. In this paper, we will discuss the recent changes to adult education, the role of the adult educator, and current trends, as mentioned in the interview with Dr. Kasworm (personal communication, February 26, 2019). 

    The United States, previously focused on continuing education in a formal setting, is now shifting the importance of adult learning to improve one’s professional and social impact. Acquiring new skills has taken a back seat to human and staff development (personal communication, February 26, 2019). The trend in adult education is shifting from adult training to adult learning with a focus on self-awareness, interpersonal communication skills, and responsible decision making (Vander Ark, 2017). The globalization and speed of growth in industry and business are leading to employees needing to not just learn but learn quickly. Employers are partnering with adult education programs to streamline the training that their employees receive. This employer-lead professional development creates a more personalized learning experience and is more beneficial to all stakeholders (Vander Ark, 2017). As the organizational structure of businesses and industries grows, the need for continuous learning is increasing. Employers are opting for blended learning strategies that combine face-to-face instruction and online or multimedia instructional tools (Bin Mubayrik, 2018). 

    The role of the adult educator has broadened to a more liberal arts setting, minimizing the need for specialized skill sets of instructors, according to Dr. Kasworm (personal communication, February 26, 2019). Suggesting educators focus more on employability skills, technical skills, Vander Ark says “Adult learning outcomes may be as much a function of who you are as what you do” (2017). The adult educator has an increased responsibility to deliver content that is widely accessible, immediately useful and relevant to the adult learners, and maintain an engaging and open process for learning (Northwest Center for Public Health Practice, 2014). 

    As technology advances, Dr. Kasworm (personal communication, February 26, 2019) suggests adult educators learn to adapt to the online format while maintaining the proven principles of adult learning. Although online education demands that adult learners display self-discipline and independent learning skills, research shows many adults desire interaction with instructors and classmates (Carter, 2017). The trend in online adult education programs, which remove the face-to-face interaction, is using technology to create content such as videos, charts, websites, and other creative content to communicate. The “digital storytelling” activities lead to self-efficacy and reinforce the skills and knowledge of the adult learner (Carter, 2017). Adult learners in an online setting, are using technology to communicate their understanding of the content, which replaces demonstrating new skill sets. This is an example of the more liberal arts, employee development-based trend in adult education, mentioned by Dr. Kasworm (personal communication, February 26, 2019). 

Discussions

The main ideas of our inspiration in Dr. Bo Chang’s interview with Dr. Carol Kasworm (personal communication, February 26, 2019) are 1) Adult Education becoming more ubiquitous; 2) Adult Education shifting from learning new skills to building current skills; and 3) Adult Education impacting the professional world. We agree that Adult Education is everywhere through organizations, groups, and people.  We cannot ignore the vast amount of continuing education opportunities that are available.  In the past, continuing and adult education was usually offered and supported within a formal environment, which dates back to the early twentieth century when these ideas were often closely tied to public schools, extension agencies, universities, and other institutions (Stubblefield & Keane, 1994).  The government is now agreeing that adult education is not only helping an individual, but that adult education is having a drastic impact in the professional world, as well as local, regional, and state communities. (personal communication, February 26, 2019). 

Continuing education has experienced many transformations throughout the years.  Years ago, young adults would quit high school to get a job and begin making money.  It was assumed that if your parents dropped out of high school, you would as well.  Also, if your parents did not attend college then, more than likely, you would not continue with higher education either. When Dr. Carol Kasworm (personal communication, February 26, 2019) went to college neither of her parents had a high school degree. She indicates that now, it’s typical for college graduates to come from a family of high school graduates (personal communication, February 26, 2019).  Education has become more fragmented and reaching a wide range of learners.  According to the article, “Parents in College by Numbers” from The Institute of Women’s Policies, approximately of the 3.8 million students attending adult education courses 70% are mothers (Parents in College By the Numbers, 2019) One of our Group Members found this statistic relatable to her current status as a mother focused on continuing her education. We have come to a common place in today's adult education programs where more and more people of diverse populations readily have access to higher education.  This has actively expanded the scope of programs and education available to adults today who wish to continue their education.  We consider this a step in the right direction for the betterment of not only professional business employers/owners, but better for our society as a whole.

  Today’s adult education programs are evolving to appeal to a wider population, also the advent of online courses has helped colleges reach and accommodate more adult learners with other responsibilities (Huffman, n.d.).  Due to the population growth in business, Adult Education is offering more professional development and training opportunities. This alludes to Dr. Carol Kasworm’s (personal communication, February 26, 2019) point that Adult Education is shifting from learning new skills to build upon current skills.  Consider that each Group 2 member is a full-time employee enrolled in graduate school.  We are the beneficiaries of this Adult Education trend of learning to become better practitioners rather than learning a new skillset.

The final inspirational idea is that of Adult Education having a profound impact on the professional world. We agree that the availability of higher education to more people can not only help those individuals but can help stimulate economic growth in the future (Bosworth, 2008).  We see more educated individuals in the professional workplace resulting in economic growth.  Furthermore, the idea of better employees, not skillful workers will allow for less adult individuals choosing between maintaining a job and therefore their life or continuing their education in efforts to better their financial/life situations.

Implications

As has been discussed, the way in which adult education is more widely understood in America has changed throughout the decades and is often represented differently based on the purpose of the learning opportunity or the intended participants.  Merriam and Brockett (2007) note that differentiation between adult learning and adult education has become primarily fundamental in the field, that there have been varied understandings of the word adult, and that educational opportunities should ultimately be purposeful in order to be classified as such.  The interview conducted by Dr. Bo Chang with Dr. Carol Kasworm (personal communication, February 26, 2019) seems to support this notion, as Dr. Kasworm continues to reinforce the idea of the broad scope of adult education and the fuzziness of how it is defined.  Kasworm discusses how many outside the profession of adult education are creating purposeful learning opportunities for adults, which in many ways is causing or contributing to the ubiquity in the field at large. 

When considering this broad scope of adult education and the variety of ways it has been executed in the United States, one could argue that the way in which adult education is understood and applied on an individual basis is similarly unique to each practitioner, which further reinforces the idea of the broad nature of the field.  It is important to note the narrow view that many may have when they hear the term adult education, which tends to limit understanding to more formalized forms of education with more narrow or specific purposes.  Apps’ (1979) Recognition of the common misconception of adult education as being limited to remedial work, and being tied to the public education system, may likely exist with individuals who are in-fact facilitating opportunities for adults that could accurately be described as adult education.

When applying this broader understanding of adult education to the work of professionals both inside and outside of a traditional educational setting, this notion of purposeful opportunities appears to be paramount.  It is clear from this interview, and the broader literature, that any activity intended to educate adults falls under the umbrella of adult education, and thus the theories and practices of both adult education and adult learning should be employed by all facilitators of such activities.  Take for example a non-profit professional who regularly works with adult volunteers in their organization.  That professional may regularly “train” volunteers, but these training activities are truly adult educational opportunities as they are typically very systematic, organized, and “designed to bring about learning” (Merriam and Brockett, 2007, p. 8).  Knowing that these training opportunities are truly and educational opportunities for adults, the non-profit professional might rely on basic educational theories and practices to reinforce and bolster these training opportunities.  For instance, research has shown that attention to the physical learning environment, from the climate of a room to how the chairs are arranged, can have a significant impact on cognition (MacKeracher, 2004), and implementation of this and other research into a training opportunity might significantly impact the outcomes for those volunteers who are being trained. 

Understanding the breadth of adult education also has implications for our work as educators and non-profit professionals, as both groups are often required to complete continuing education and professional development.  Although potentially not as difficult to understand as adult education as compared to professional development, continuing education looks different than more traditional forms of adult education in decades past.  As discussed earlier, these opportunities focus heavily on building current skills, rather than gaining new skills.  Whether an educator seeking to maintain competence with educational technology, or a business professional working to maintain their knowledge of a changing line of products (Big Think Edge, 2012), the same idea of integrating educational strategies applied in our efforts surrounding continuing education.  This potentially new perspective on continuing education as adult education should inform both our work as educators and non-profit professionals as we work to integrate the work of adult education into these learning opportunities.

Professional development could be considered closely aligned with continuing education, and in many ways exemplifies the vast breadth of adult education today.  Often times there is not a requirement for a professional to participate in opportunities to develop their skills or further their career, but the opportunities are numerous.  In reference to our earlier discussion regarding narrow perspectives on adult education, professional development represents a vast arena of opportunities that many professionals may not even consider to be adult education, but when given thoughtful consideration it becomes clear that these should be considered adult educational opportunities.  This applies directly to our work as educators and non-profit professionals, as each of us has the chance to engage in or facilitate professional development opportunities within the broader context and history of adult education.  Understanding professional development as adult education sheds a whole new light on the concept, and should shift how we prepare for, participate in, and facilitate such activities. 

Overall when considering the implications of the rapidly evolving field of adult education on our work as educators and non-profit professionals, it became clear to us that much of what we are engaging in is truly adult education at its core and should be treated as such. Furthermore, we should work to incorporate the foundations and history of the profession while embracing the change the inevitability lies ahead.  By taking what we know and have learned about adult education, and marrying those theories and practices with the professional skills and knowledge of our specific fields, we can ensure that we are engaging in and facilitating even more meaningful educational opportunities in the future.

Table 1. Summary

Introduction: AE has become more ubiquitous, with a focus on better employees, not more skillful workers; Adult educators must adapt to new technology and online format, but maintain principles of good instruction; technology growth leads to self-discipline for adult learners looking to improve their employability traits, more than acquire new skills.

Discussions: AE becoming more ubiquitous; AE shifting from learning new skills to building current skills; and AE impacting the professional world.

Implications: Narrow focus may limit implications of AE in professional work; purposeful opportunities are being created by those outside of the profession of education; much of our work may not be, but should be considered AE; implementation of educational theories and training techniques could increase effectiveness of learning opportunities we facilitate; we should use history/foundations of AE to inform our work, and embrace future changes; Considering CE and PD as AE should shift how we prepare for, participate in, and facilitate such learning opportunities.

References

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Infographic-Who Are Today's Adult Learners