Running Head: MISCONCEPTIONS ABOUT ADULT LEARNERS

Misconceptions about Adult Learners

Jessica Turpin

Post University
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Misconceptions about the Adult Learner

The adult learner is a misunderstood and often mislabeled creature. There are several

common misconceptions about the adult learn circulating today. While there is not an exact

description or category that will fit every adult learner there are some common characteristics

that defy these misconceptions. Among the more common misconceptions is the belief that adult

learners will learn and should be taught in the same fashion as their younger counterparts. There

is an entire science devoted to the learning of adults and it is known as andragogy. Another

common misconception is that adult learners refers to any learner over the age of 18. An adult

learner is actually an individual who is mature and self-directed as well as intrinsically

motivated. There is not an exact age that can define when this happens but is generally

understood to be around mid-20s. The third misconception this paper will address is that adult

learners are individuals returning to school after having failed when they were of the traditional

age. While this may be true in some circumstances it does not necessarily refer to the majority.

The following script will discuss these misconceptions and the truths behind them in depth.

As previously stated the belief that adults will learn and should be taught in the same

fashion as their younger counterparts is a misconception. Elaine Cox (2015) posits that the adult

learner is one that is mature and motivated and desired to be considered an equal with their

teacher. They desire a relationship in which the instructor is seen as a tool to assist them in

achieving their educational pursuits. Younger learners will not look at the teacher in the same

light but instead as a superior that should guide them and instruct them knowing already what is

needed. Sang Chan (2010) uses Malcolm Knowles science of andragogy to truly define the

difference between adult learning and learning by the younger generation. Chan identifies

pedagogy as a learning theory believed to be applicable to learners of all ages as opposed to

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andragogy which is specifically tailored for the adult learner. Andragogy assumes the learner to

be self-directed, driven to learn specific information, able to use past experience to aid them in

learning new material, prepared to learn, internally motivated and already oriented to learning.

These are characteristics of learning that cannot be applied to the younger generation due to the

lack of lived experience. There is not a reservoir of past experience already developed from

which to draw from when attempting to incorporate and understand new knowledge in younger

people as there is in adults. The age of the adult learner is a very important characteristic when

defining the individual as an adult learner.

The second misconception stated above is that an adult learner is an individual engaged

in learning that is of the age of 18 or over. This is a misconception when using Knowles

definition of andragogy to define adult learning theory because it refers to adults that have

reached a later stage in their life or are mature. Maturity may not happen by age 18. It may also

happen before age 18. The key word here is mature and this can happen at a range of ages and

also vary by sex and other demographically pertinent information. According to Merriam,

Baumgartner & Caffarella (2007) define those that participate in adult learning as 21 years of age

or older and either married or acting as the head of household. Brian Bolton (1985) discusses

andragogy in a review of a book by Malcolm Knowles. He notes the premise of andragogy is

that the assumptions, principles, and techniques that are effective with younger people are not as

valuable when applied to educating a more mature population. Andragogy refers mainly to the

mature population that have enough life experience to be able to draw from those experiences

when learning new information. The new information is more relevant and easily understood

because of these experiences. While there may be some younger people that have experiences

similar to adults these individuals are the exception to the rule and may not be able to apply the
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remaining principles of the andragogy theory. Additionally the maturity and age of the learner is

important to note because it can impact how they view the teacher. Teachers practicing

pedagogy do so with the understanding that they are understood and respected to be the authority

on the information being relayed as opposed to the andragogical approach that views the

relationship as more of an equal partnership with both parties accountable for their own equal

responsibilities.

The third and final misconception mentioned above is that the adult learner has returned

to school due to a failure upon their first attempt and a desire to correct that. Many of the

students participating in adult learning do so in informal and non-formal learning environments

that dont offer any type of credit, diploma, or certificate. This learner is here for the sole

purpose of gaining new knowledge or advancement in a field in which they are already familiar

with. It can be as simple as purposefully interacting with colleagues to brainstorm a solution

(Merriam & Bierema, 2014). It does not indicate that they have ever failed at any past learning

experience. What this is really referencing is motivation. The misconception is that the adult

learner is motivated to fix a mistake or succeed at what they previously failed at. Adult learners

are often internally motivated and strive for self-improvement. According to Sogunro (2015)

there are 8 major motivating factors in adult learning including quality of instruction;

curriculum; relevance and pragmatism; interactive classrooms and effective management

practices; timely feedback; self-directedness; conducive learning environment; and good

advising practices. If the different environments in which learning take place the different

motivations can be assumed. In a non-formal learning environment very often the learner is

motivated to grow in a given subject area or perhaps make social connections. Some examples

of non-formal learning environments include book clubs, paint nights, and other self-directed
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learning. Informal learning is often motivated by the need to perform satisfactorily in a job or

gain more experience on a resume. Examples of this would be learning done in the work

environment during trainings or conferences aimed at sharing information or earning certificates

of participation. Formal learning environments are found in educational institutions and are

comprised of classes and programs that will certify the individual or provide them with credits

toward fulfillment of graduation requirements. Those adult learners who engage in learning in

this type of environment have motivation originating from many sources. Some have lost their

jobs to innovation and must return to school to gain new skills to keep up with the times. Other

adult learners may be motivated by the desire to advance their career after having established a

reputation with a lengthy amount of experience. Another type of learner may be interested in a

career change due to uncertainty and instability in their current field. A good example of this

would be an individual in the human services field looking to find employment in a field that has

not suffered as many financial blows due to budget crises. While there are many adult learners

who are returning to the world of academia to make whole an incomplete or previously failed

attempt at education this again is the accept to the rule and not the norm.

As it has been illustrated in the above text there are definitely some strong

misconceptions about adult learners and the adult learning process. Often times the adult learner

is looked at as having failed earlier on in life and making an attempt to right the wrongs. This

has been demonstrated as only a partial truth rather than the rule as many adult learners are

engaging for the purpose of personal advancement and not for past failure. Adult learners have

been understood to be students over the age of 18 because this is in many states considered to be

the age of adulthood. Adult learning in the reference to andragogy refers to maturity and not a

number and maturity is only loosely based on age. This paper assumes the age of the adult
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learner to be generally in the 20s and above and is supported by text from Merriam,

Baumgartner, & Caffarella (2007). The learner is defined by characteristics outside of age and

more reliant on life experience, motivation, and self-directedness. Adult learners have been

assumed to learn in the same fashion as their younger counterpart. Malcolm Knowles describes

the theory of andragogy as one that directly contradicts this belief and has many opposing views

to the beliefs and practices outlined in the pedagogical approach, especially in the way they view

the teacher. If there is but one message that can be understood from the text of this paper it is

this. Do not assume an adult learner is any one thing or another but an individual with

motivations and experiences unique to their own situations. Adult learners are a largely diverse

population with strengths and weaknesses as unique as their situations.

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References

Bolton, B. (1985). Andragogy in action: applying modern principles of adult learning.

Personnel Psychology. 38(2)

Chan, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and Learning.

Journal of Adult Education. 39(2)

Cox, E. (2015). Coaching and adult learning: theory and practice. New Directions for Adult &

Continuing Education. 2015(148)

Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in Adulthood : A

Comprehensive Guide. San Francisco: Jossey-Bass.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San

Francisco: Jossey-Bass

Sogunro, O. (2015). Motivating factors for adult learners in higher education. International

Journal of Higher Education. 4(1)