Understanding the Adult Learner

Adults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators’ development in responding to this rich array. There is no single way to be an adult learner, and so it should not be surprising that there is no single way to be an adult educator. However, the authors believe that all educators must demonstrate a commitment to meeting adult learners where they are. Adult educators should help learners move forward not only with new content knowledge, information, and skills, but also with new ways of making meaning and seeing themselves, their role, and the world. This volume introduces many theories and concepts that can help adult educators do this effectively.

Foreword –Hal Beder

Part I:Setting the Stage

1 Foundational Concepts and Commitments for Adult Learning –Alisa Belzer and Brian Dashew

2 Creating Inclusive Learning Spaces for a Diverse World: The Womanist Perspective—Vanessa Sheared

3 The Democratic Impulse in Adult Education—Stephen Brookfield

Part II:Internal Influences and the Learner

4 Motivating Adult Learners—David A. Bergin, Christi A. Bergin, and Sarah L. Prewett

5 Minding the Brain: The Emotional Foundations of Adult Learning—Kathleen Taylor and Catherine Marienau

6 The Role of Emotion-Laden Experiences in Self-Formation—John Dirkx and Steven Schlegel

7 Adult Development: Robert Kegan’s Constructive Development Theory—Deborah Helsing

Part III:Adult Learning Processes and Approaches

8 Structured Silences in Adult Learning Theory—Edith Gnanadass and Lisa R. Merriweather

9 Andragogy: The Philosophy Behind the Practice—Ralf St. Clair

10 Self-Directed learning: A 21^st Century Imperative—Ralph G. Brockett

11 Experiential Learning: Defining Parameters, Contextual Foundations, and Influential Contributions—Colin Beard

12 Transformative Learning: Evolving Theory for Understanding Change—Chad Hoggan and Elizabeth Kasl

13 Digital Learning and the Promise of Connectivism for Adult Education—Rita Kop

Part IV:Conclusions

14 Instructional Design—Brian Dashew and Diane Gayeski

15 Next Steps: Interrogating and Using Theory—Alisa Belzer and Brian Dashew

About the Authors

Index

Alisa Belzer

Alisa Belzer is a Professor at the Rutgers University Graduate School of Education and program coordinator for the online EdM in Adult and Continuing Education. Her research focuses on adult literacy education policy, professional development, and adult learner experiences. Funded by the Dollar General Foundation, she is currently developing a mobile app for adult developing readers called URead.

Brian Dashew

Brian Dashew is currently Head of Learning & Effectiveness for North America for GroupM, a leading media investment company. Previously, he was an assistant professor of practice in adult and continuing education at Rutgers University. Prior to that, he had more than a decade of experience in academic administration and instructional design.

adult learning; adult education; transformative learning; teaching and learning; inclusive learning spaces; adult development; adult learning theory; andragogy; motivation; self-directed learning; experiential learning; democratic education; womanist perspective; instructional design; connectivism; online learning

BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Understanding the Adult Learner

Perspectives and Practices

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Alisa Belzer

Brian Dashew