Challenges Of Time Management As An Adult Learner

The vast majority of employees seeking upward mobility within the workplace often pursue education as the most effective means of achieving these goals. (Kim and Baker, 2015). The adult student does not receive the same benefits as a traditional student on campus. The adult students apply for financial aid and qualify for student loans. The traditional students qualify for scholarships and grants. The adult student gave that the majority of adult learners are likely employed, their opportunity costs compared to those of a traditional student have substantially different aspects. (Kim and Baker, 2015). Adult learners’ educational pursuits are largely job-related, while conversely, traditional students’ jobs are not related to their field of study. (Kim and Baker,

In my interview I had the pleasure of conversing with an individual that was not only an adult learner but now also operates as an adjunct professor for adult learners at a university. Some might not realize the parallels of adult learners and yet still there are vast differences that impact both. It was refreshing to find an individual that was able to succeed as a professional, a student and most recently a professor at the same time. My goal is to introduce you my amazing interviewee and paint a vivid picture of his journey, his growth and through his challenges along the way. Surprisingly this interaction was able to take a lot of excuses and reasons of why a person would be to busy to go back to school.

Providing renewed hope in the face of adversities and depressing events that may otherwise cause individuals to descend into the negative behavior. Brookfield (2005) addressed the third aspect of adult learning as transformative. Adult learners are exposed to learning in the workplace. Within the workplace, adult workers learn to be critical in analyzing their assumptions regarding the structure business model before reaching a decision that may affect a company’s performance. They view this in conjunction with market realities before arriving at decision that may make or break the company.

Traditionally adult learners are students who are pursuing education in either, college (undergraduate or graduate degrees), vocational or occupational programs, continuing education or noncredit courses, correspondence courses and tutoring, as well as courses and other educational activities provided by employers, community groups, and other providers ("Adult Learner," 2012). The average age of an adult learner is 25 years or older, it usually is a diverse group of people ("Adult Learner," 2012). These adult learners can be an independent student, employed full time, a person with dependents,

From family commitments to pressing work deadlines. From social engagements to paying bills. For many of us, free time is one of our most prized possessions, and we value all our time highly.

The time involved in acquiring a degree plays heavily on how long an adult stays engaged. Multiple demands on an adult learner make it difficult to juggle everything and stay motivated. Jovita Ross-Gordon states that “courses, certificates & degrees should be designed to be completed in a time frame [which are] more responsive to adult learners lives “(Ross-Gordon). Utilizing courses designed to be completed in less time would be a motivating factor for adults to seek out degrees and finish

The traditional adult attending a college or university is attempting to get their foot in the door of life. While the non-traditional adult, someone who is already in the workforce, is attending college for a different reason: either to change a career, improve a job skills, or for the joy of learning. The wise employers are sending employees back to school in order to make the business successful. Universities and colleges are adapting their programs to the needs of these non-traditional adults. As the non-traditional adults flood the colleges and universities, corporations and educational institutes are collaborating to establish the most optimum way to support the needs of the students while providing the best trained and educated workers in the industry.

This paper described the data-collection and data-analysis needs for increasing the retention rate of adult learners; subsequently, there was an inclusion of strategies utilized in succeeding collection. There was a description of the communication needs for the stakeholders that included strategies to meet those

It is common for adults to continue learning after completing secondary education. Whether it is work related, self-improvement, or newfound interest in a particular area, continuation of learning and education are common experience for most adults. There are courses and training facilities widely available for adults, however is not immediately apparent how the educational experience can best be organized and delivered to the adult learner. Adult learning has been described as a separate entity to the tradition

Jeff Zacharakis, Marie Steichen, and Gabriela Diaz de Sabates, Kansas State University Dianne Glass, Kansas Board of Regents

The growing trend of older adults going back to school has doubled over the last ten years according to Career Builders.com and online employment service I have used in the past. With increasing technology changing the job market to skilled labor and the current economic crises causing loss of employment, lay offs and business closings, more and more adults are faced with finding themselves back in the classroom.

Deputy Sheriff, training officer, instructor, adjunct faculty, these are but a few of the hats that I wear in my daily interactions within the world of Adult Education. As a veteran law enforcement officer I was first introduced to adult education, after several years I would find myself on the other side of the podium. After serving as a field training officer for rookie’s graduation from Basic Law Enforcement Training (BLET) I would take on the additional role of teaching in the BLET program itself. The route I have followed to adult education is unique and non-traditional compared to my peers within the EdS program here at Appalachian State University. I have completed both my Bachelors and Masters degrees as an adult within the past ten years while working full-time. I currently teach several blocks of the BLET program as well as several sections of the Student Success course on the campus of Davidson County Community College.

It is rightly said "Time and Tide wait for none". An individual should understand the value of time for him to succeed in all aspects of life. People who waste time are the ones who fail to create an identity of their own.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

Time management is more often than not a challenge for many students. This is more so the case for adult students. It is important to note that unlike their younger counterparts, adult learners face a host of unique challenges when it comes to the management of time. In addition to the demands of their fulltime or part-time jobs, adult learners often have to attend to other responsibilities including but not limited to child care and other familial obligations. This text clearly demonstrates how adult learners can better manage their time for academic success.