Interview With an Adult Learner

Their primary findings was that participation and communication is certainly a requirement for successful completion of online courses. When instructors are involved and encourage students to participate it motivates students to not give up or drop the class. They were able to classify students into different categories, and they found these types of students in the online class:

From this study, results of both success and failure were discovered and documented. From the aspect of success, the following results were found: First, classes that had online discussion helped students that would normally be introverts in a traditional class, to be active in discussions. Second, this type of class helped to improve

Technology is a part of everyday life and being integrated into more and more fields every day. Computers and the Internet are used in every aspect of our daily lives. With that being said online learning has become more and more prevalent. Most colleges and university have an online learning presence in order to extend the university reach and to help better serve the students who can’t make it into a physical classroom. In this article, Read Only Participants: Communication in online classes, authors Nagel, Blignaut, and Cronj (2009) takes on the argument that participation is a key reason for a student to be successful in the class.

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

Engaged learning, within a highly supportive environment, enables our students to develop strong communication skills, excel within collaborative settings, effectively address complex problems with innovative solutions, and lead with integrity and compassion throughout their lives and careers in a diverse and rapidly changing world.

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elseveir.

Today I interviewed an elderly woman who is a resident in the County Nursing Home. As I entered her room, she was sitting up awake and alert. As we talked, I explained to her that as a nursing student, I'm required to complete a paper on any person over the age of sixty-five. I asked her if it would be okay to interview her. She enthusiastically agreed, therefore, I proceeded with the interview.

For this project o had to think of person whom I knew was at least 60 and that I was comfortable enough talking to. The person who best fit this criterion was my neighbor George West. Mr. West was born in June of 1941, and is 73 years old, he has served in the Vietnam War, was a detective for the CIA for a little bit, and then decided to settle down with his family here in El Dorado Hills. He as a very interesting past that I would would be really interesting to talk about and learn about. I talked with Mr. West at length about his experiences and perspective in the war, and how this had a direct influence on him today, and what it was like seeing history occur before his eyes, and social trends of today are seen by him. I essentially aimed to learn more about the Vietnam War, Cuban Missile Crisis, and other earlier Cold War polices. I also asked him a lot about his experiences wight he CIA and a lot of the work that he did with them and how that has changed his perspective on American culture today. This premised a talk about many historic events that also happen to be terms such as the Watergate scandal, his experiences and views on the the Space Race, as well as the social climate during the assassination of the President Kennedy. I capped this riveting discussion of with Civil rights, and his role at the time, as well as how he was major contributor and what he though about the process.

Deciding to return to school at my age was definitely a difficult chose but I wanted to have a career and not just a job. Working already in the medical field, I realized that I would rather be an advocate for the people that need help adjusting to life’s changes, and people with mental, or emotional problems. I researched and saw that their where many career opportunities, in the Human Services field. Although, my primary purpose in life is to raise my children to be decent individuals, and understand that people are special in their own way. Coming back to school has help me see, and shows my children that nothing is impossible if you set your mind to it. I want to gather and learn as much knowledge as I can, too help me achieve my goal.

When teaching students (following an initial student assessment) I plan various methods to ensure all students are engaged within the learning process. This can be practical involvement, paired and group work, problem solving, reflection and writing notes. During this time, I am able to continually assess the learning progress through observation, written and oral questions, completion of work books and by using peer and self- assessment. I engage the students by using various mediums, video

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

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.

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:

However, advocates of classroom learning believe the online method isolates the students from one another as well as their professor minimizing the overall value of taking the course. They also claim that students learn better when working together with their instructor and their fellow classmates. Students learn better when they are given the opportunity to ask questions, join in class discussions, and they move the process of learning forward through their participation. Face-to-face advocates firmly believe that this kind of interaction is not possible over the Internet; and for many types of education, e-learning will never meet the potential of live human interaction in the classroom. An article in the New York Times titled, “Second Thoughts on Online Education,” backs up the points made above. A recent research published by the National Bureau of Economic Research, comes to the conclusion; “A rush to online education

My observations has taught me the importance of engaging students. I am now able to recognize when a student is not engaged. They seem distracted and are not paying attention to what the teacher is saying. Whereas an engaged student is alert, discussing the material, and asking questions