Key Elements of Adult Learning

1

• Key Elements of Adult Learning
• Dr Vicki Feast
• Dean, Teaching and Learning
• Dr Matthew Thomas
• Flexible Learning Centre

2
Session Overview

• Perspectives of adult learning
• Research into MBA education
• A reminder from last session

3

• Adult Learning

4
Gagnes Nine Events of Instruction

• Preparation Phase
• 1. Gain Attention
• 2. Inform Learners of Objective
• 3. Stimulate Recall of Prerequisite Learning

5
Gagnes Nine Events of Instruction

• Acquisition and Performance Phase
• 4. Present new material
• 5. Provide learning guidance
• 6. Elicit performance
• 7. Provide feedback

6
Gagnes Nine Events of Instruction

• Retention and Transfer Phase
• 8. Assess performance
• 9. Enhance retention and recall

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Principles of Adult Learning

• Andragogy
• Adults learn in a manner that is quite different
  to children.
• Embodies a shift away from didactic modes
  (pedagogy).

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Principles of Adult Learning

• Learner autonomy
• Adults have the ability to engage in
  self-directed learning.
• Requires the adoption of less prescriptive
  approaches to the educational process.
• Technology use has been shown to promote learner
  control.

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Principles of Adult Learning

• Practical and problem-based
• Adults bring to learning a considerable
  experience and existing knowledge.
• A need exists for participatory and experiential
  education that has relevance.
• The objective shifts towards the more complex
  knowledge development, and the application of
  that knowledge.

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Principles of Adult Learning

• Conversational modes of learning
• Learning is a dialogic process.
• Iterative Interactive / Practice Discussion
• Critical reflection, learner engagement and
  socialisation are essential elements of adult
  learning.

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• Research examining MBA Education

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MBA students perceptions of instructor strengths

• Effective teaching dependent on instructor
  characteristics
• Attitudes toward self, toward student, towards
  peers, toward subject matter
• Knowledge of subject matter, of education
  theory
• Skills in planning/organisation/ management,
  communication, motivation
• Tootoonchi et al (2002, p.81-84)

13
Executive MBA Education using learning styles
for successful teaching

• Survey of 114 MBA students using the Myer-Briggs
  Type Indicator.
• The desire for very organised presentations and
  lectures
• The desire for instructors to have real world
  experience
• The desire for a highly interactive environment
• The desire to provide a schedule of topics well
  in advance
• Have instructors who are friendly and
  understanding during class
• Prefer to see the linkage between material across
  the entire course
• Filbeck and Webb (2000, p.208-210)

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Executive MBA Education recommendations

• Filbeck et al (2000) offer suggestions for
  practice that include
• Incorporate guest lecturers and field experience
• Use simulations, case studies and provide the
  opportunity for some substantial interaction in
  each class
• Present an overview of new material, focus on the
  concrete applications, provide the theory and
  connections with the overall course material
• (p210 214)

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Conclusion

• There is no one right way
• Various schools of thought (Foley, p.12, table
  1.3)
• Develop an understanding of your students
  background, experience, learning style, goals
• Have a tool kit of different methodologies,
  approaches and activities that can be
  incorporated
• Share and discuss teaching with peers what works,
  what doesnt, innovations, theories
• Be reflective in your practice

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Adult Learning Theory

• Bibliography
• Filbeck, Greg and Webb, Shirley (2000). Executive
  MBA Education using learning styles for
  successful teaching strategies. In Financial
  Practice and Education, Spring/ Summer. Pages 205
  215.
• Foley, Griff (2000). A framework for
  understanding adult learning and education. In
  Adult education and training. Second Edition.
  Chapter 1. Edited by Griff Foley. Allen and
  Unwin, St Leonards NSW.
• Jarvis, Peter (1995). Adult and Continuing
  education theory and pratice. Second edition.
  Routledge, London.
• Tootoonchi, Ahmad Lyons, Paul and Hagen, Abdalla
  (2002). MBA students perceptions of effective
  teaching methodologies and instructor
  characteristics. In IJCM (International Journal
  of Commerce and Management), Vol 12, No 1. Pages
  79 93.