Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1st Sem. 2011-2012

Introduction I want to be able to read the names of the gods before I die. The statement above was made by a woman in Nepal in response to the question, Why do you want to learn to read? Her answer might seem frivolous to a national planner looking to allocate scarce resources in order to affect economic growth, but such a conclusion would be incorrect. While learning to read the names of the gods, this Nepalese woman can become literate (Comings, 2005). Literacy classes in Nepal are one of the many vivid examples of adult education around the globe. So, what is adult education? What are the different types of adult learning? Is teaching adults different from teaching children? How important is its role in community development? What is its impact and effectiveness? These are the questions this paper will reflect on. Analysis Teaching adults Imel (1995) stated the adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that "adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs" (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally (Garrison 1994) and therefore does not require a separate teaching approach: that is, all good teaching, whether for adults or children, should be responsive in nature.

Juvy G. Mojares

Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1st Sem. 2011-2012

To effectively facilitate learning among adults, 1Logan and Frornberg proposed the use of case studies- case studies from the teachers perspective, students perspective and from an administrative perspective. Yannacci, et al. (2006) even mentioned the principles of adult learning: Audience must be engaged by understanding how learning the new material will be beneficial; Establishing learning objectives first, then outlining content to achieve those learning objectives; and Utilizing the limited, but evidence-based, teaching principles to facilitate the learning. With this, Cranton (1994) classified adult learning into three categories: subject-oriented, consumer-oriented and emancipatory. The goal of subject-oriented is to acquire content; consumer-oriented is to fulfill the expressed needs of learners while emancipatory is to free learners from the forces that limit their options which results to transformations of learner perspectives through critical reflection (Mezirow 1991). Of the three types of adult learning, only emancipatory has been described as unique to adulthood, but even that claim has been challenged (Merriam and Caffarella 1991). However, according to Mezirow (1981), emancipatory learning, with its emphasis upon learner transformation, can take place only in adulthood because, "it is only in late adolescence and in adulthood that a person can recognize being caught in his/her own history and reliving it." Thus, there is transformative learning. When educators are operating in the domain of transformative learning, they help learners examine their beliefs and how they have acquired them by creating situations in which they can debate how their values, assumptions, ideologies, and beliefs have come to be constructed (Newman 1993). Andragogy vs. Cybergogy Cybergogy was coined by a group of adult educators (Bellingham, WA, 1996) to describe activities in any course with adult learners using instructional technologies on or off line. The focus of Cybergogy is the use of web based instruction. However, educators are reminded not to allow technology to rule the subject matter content. It must meet the same quality standards as the more traditional courses. Therefore, the challenge of offering programs in Cybergogy based on educational principles developed before the beginning of the Information Age becomes a

Juvy G. Mojares

Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1st Sem. 2011-2012

dilemma which must be resolved as institutions of higher education move into the 21st century (Monroe,____). Monroe also added that teaching and learning, are concepts, which must be defined more clearly for those using Cybergogy. The focus of the definitions will be on the learner more than the teacher or the delivery system. Therefore four issues included in the challenge to teaching in cybergogy: utilization of learners experiences; consideration of learners styles and preferences; importance of social interaction as a motivational force; and control of knowledge acquisition and transfer of learning. One question remains: is one superior to the other or which one should be followed? Hanson (1996) proposes that even focusing on one model for a population of diverse learners in different settings who are learning different things may not be the correct focus. There may not be a single model, but one may need to be created that is conducive to the contexts and practices in which the learning takes place. Role in Community Development Commings (2005) claimed that literacy classes provide an opportunity for women in a community to come together over a long period of time, and this opportunity may generate positive effects from dialogue and peer support. The support of the group, along with the increase in self-confidence and self-efficacy that can come from acquiring literacy skills, may stimulate empowerment. Adult literacy classes serve as a venue for women to discuss a wide array of problems and possible solutions. Girls who go to formal school together do not necessarily live near each other for the rest of their lives. In some cultures, in fact, girls are required to marry away from their home village (exogenous marriage). The positive effects of group formation experienced by literacy class participants, therefore, may not occur among women who attended primary school. He also added that the available research on both impact and effectiveness provides sufficient evidence to support the contention that adult literacy programs are both an important and a viable effort in support of a countrys development. Further debate should, therefore, focus on which approach to delivery of adult literacy services is most effective.
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Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1st Sem. 2011-2012

Aside from adult literacy, there are endeavor to teach adults with learning disabilities. Jeffrey (___) said that adults with learning difficulties and/or difficulties (LDD) have an equal right to receive high quality education and training as experienced by their peers without LDD. Those that teach or support learners with LDD have for too long experienced both isolation and a lack of appropriate qualifications. The development of the Certificate in teaching adults with learning difficulties and/or difficulties was a collaboration between Northumbria Universitys PCET teaching team and Interactive Development both of whom are partners in the CETT for Inclusive Learning (CETTIL) and was a response to the needs of the sector, building capacity in a specialised and frequently under resourced area. With the impact of adult education, Ty ( ____) sees the value of longer lasting social change by ensuring grassroots empowerment. As a Chinese proverb goes: Give people a fish, they will eat for a day. Teach people to fish, and they will eat for the rest of their lives. Conclusion Is teaching adults different? The answer is yes and no. Should teaching adults be different? The answer depends upon the purpose of the teaching-learning situation, including what approach and methods seem to be appropriate, as well as the needs of the learners. Pratt (1993) points out that adult educators need to examine the philosophical assumptions underlying andragogy in order to clarify "the underlying values and beliefs and . . . central concept of [adult] learning" (p. 87). The key point to take from is that learning for adults is always related to their real lives, their real problems and their real issues, and that we therefore need to try to understand and make links with these. (Tusting, 2003, 32). As Comings (2005) concluded: With adult education like the adult literacy, at some point in the next century, the human race will reach a historic milestone: a world in which everyone can read. At that time, everyone will be able to read the names of the gods before they die.

Juvy G. Mojares

Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1

1st Sem. 2011-2012

Regina L. Logan has been teaching for and about adult learners for more than 25 years. She has taught in both academic and nonacademic environments. She received a Bachelor of Arts degree from the University of Michigan, a Master of Arts degree from the University of Wisconsin in French Language and Literature, a Master of Arts degree in Teaching and Learning Processes, specializing in adult learning, from Northwestern University, and a Doctor of Philosophy degree in Human Development and Social Policy from Northwestern University; and Robert M. Frornberg has been a lecturer in English at North Western Universitys University College for the past ten years. Previously he taught at Duke Universitys continuing education program.

References Comings, John P. and Lisa Soricone. 2005. Teaching Adults To Read. The World Education Approach to Adult Literacy Program Design. National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Cambridge, Massachusetts Cranton, P. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco, CA: Jossey-Bass, 1994. Donaldson, J. F.; Flannery, D.; and Ross-Gordon, J. "A Triangulated Study Comparing Adult College Students' Perceptions of Effective Teaching with Those of Traditional Students." Continuing Higher Education Review 57, no. 3 (Fall 1993): 147-165. Garrison, D. R. "An Epistemological Overview of the Field." In Research Perspectives in Adult Education, edited by D. R. Garrison. Malabar, FL: Krieger Publishing, 1994. Imel, Susan. 1995. Teaching Adults: Is It Different? Imel, S. Teaching Adults: Is It Different? ERIC Digest No. 82. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, The Ohio State University, 1989. (ERIC Document Reproduction Service No. ED 305 495) Jeffrey, Pauline. _____. Certificate in teaching adults with learning difficulties and/or disabilities at Northumbria University. A Case Study. Center for Excellence in Teacher Training (CETT). Logan, Regina and Robert Frornberg. ____. Peers in the Classroom: Case Studies in Adult Higher Education Merriam, S. B., and Caffarella, R. S. Learning in Adulthood. San Francisco, CA: Jossey-Bass, 1991. Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass, 1991. Mezirow, J. "A Critical Theory of Adult Learning and Education." Adult Education 32, no. 1 (Fall 1981): 3-24. Monroe, Dale and Violet Marie Malone.______. CYBERGOGY TEACHING: THE IMPLICATIONS FOR WORK WITH ADULT LEARNERS. http://www.ac.wwu.edu/~dcarlson/577_present.htm
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Reflection Paper 2 - Teaching AdultsCED 242 (Adult Education)

1st Sem. 2011-2012

Newman, M. The Third Contract: Theory and Practice in Trade Union Training. Sydney, New South Wales, Australia: Stewart Victor Publishing, 1993. Pratt, D. D. "Andragogy after Twenty-five Years." In An Update on Adult Learning Theory. New Directions for Adult and Continuing Education No. 57, edited by S. B. Merriam. San Francisco, CA: Jossey-Bass, Spring 1993. Tusting, Karin & Barton, David (2003). Models of adult learning: a literature review. [Electronic version]. National Research and Development Centre for Adult Literacy and Numeracy. Ty, Rey. Youth and Adult Education for Social Change in the Philippines: Linking Education with NGOs, Social Movements and Civil Society. Human Rights Education in Asia-Pacific Yannacci, Jacqueline , Kristin Roberts, and Vijay Ganju. 2006. Principles from Adult Learning Theory, Evidence-Based Teaching, and Visual Marketing: What are the Implications for Toolkit Development? Center for Mental Health Quality and Accountability. NRI, Inc. http://www.calpro-online.org/ERIC/docgen.asp?tbl=archive&ID=A030

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