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Activity 1: Learning Preference Questionnaire

Students can complete a short questionnaire to discover their preferred learning style. This allows the educator to know which methods of learning should be used in the course (visual, auditory, hands-on, reading/writing) and which styles are most preferred. Students will then debrief their findings with a partner and reflect on how this has been helpful for them in the past ((Michigan Department of Health and Human Services [MDHHS], n.d.).

Purpose:

Promotes self-awareness

Reflects diverse learning preferences

Builds early peer interactions

Link- https://www.michigan.gov/-/media/Project/Websites/mdhhs/Folder3/Folder96/Folder2/Folder196/Folder1/Folder296/Learning-Style-Questionnaire.pdf?rev=368656cb7c3f4fd9803d2382fe9dfb4f

Activity 2: Goal setting

Students create a contract outlining their personal growth goals for the class and how they are able to achieve these goals. Students will re-visit these goals at the end of their class and reflect on their performance (Facing History & Ourselves, 2023).

Purpose:

Promotes belonging by sharing personal experiences/goals

Encourages ownership of learning

Link- https://www.facinghistory.org/resource-library/create-goal-discover-your-why

Activity 3: Technology Confidence Survey

Short self-assessment of knowledge of technology tools used in class. This uses a guided exploration of course tools. This provides areas of support for the educator (National Council for Curriculum and Assessment [NCCA], 2022).

Purpose:

Helps reduce tech anxiety

Increases self-efficacy

Link- https://ncca.ie/media/5580/digital-technology-using-understanding-and-creating.pdf

Activity 4: Small Group Story Exchange

Instructors will provide prompts for students to reflect on their personal experiences. Guided questions like, "What is one challenge you have faced in education so far" can help students relate and respect their peers based on their experiences. One student from each group will share answers with the class (Nicolosi & Phillips, 2024).

Purpose:

Builds community by sharing personal experiences

Normalizes challenges

Establishes a safe space and validation

Encourages reflection on past experiences

Link- https://www.mathematica.org/blogs/a-four-step-approach-to-engage-adult-learners

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This digital toolbox is designed to support the diverse needs of students in my first evening class. This toolbox includes resources, activity ideas, reflections that fit varied learning styles, educational backgrounds, and personal goals. These materials will be useful in creating an environment that values engagement, belonging, and the growth of students.

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Facing History & Ourselves. (2023, July 11). Create a goal and discover your “why”. Facing History & Ourselves. https://www.facinghistory.org/resource-library/create-goal-discover-your-why

Grand Canyon University. (2025). Classroom profile for needs assessment: HEL-101 Foundations for Success in Higher Education. https://halo.gcu.edu/resource/81fd7fa7-aaff-4288-9167-426787823853

McLeod, S. (2007, April 18). Maslow’s hierarchy of needs. Simply Psychology. https://www.simplypsychology.org/maslow.html

Michigan Department of Health and Human Services. (n.d.). Learning style questionnaire [PDF]. Michigan.gov. Retrieved July 8, 2025, fromhttps://www.michigan.gov/-/media/Project/Websites/mdhhs/Folder3/Folder96/Folder2/Folder196/Folder1/Folder296/Learning-Style-Questionnaire.pdf?rev=368656cb7c3f4fd9803d2382fe9dfb4f

National Council for Curriculum and Assessment. (2022). Digital technology – Using, understanding and creating [PDF]. NCCA. https://ncca.ie/media/5580/digital-technology-using-understanding-and-creating.pdf

Nicolosi, R., & Phillips, T. (2024, September 10). A four‑step approach to engage adult learners. Mathematica. https://www.mathematica.org/blogs/a-four-step-approach-to-engage-adult-learners

Western Governors University. (2020, October ). What is the transformative learning theory. WGU. https://www.wgu.edu/blog/what-transformative-learning-theory2007.html

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Age range: 24-58 years

Gender: 18 women, 12 men

Cultural Diversity: 40% White, 30% Hispanic, 20% Black, 10% Asian

Languages: 80% English, 15% Spanish, 5% Mandarin

Previous Education: 10% High school, 40% some college, 40% Bachelor's, 10% Graduate

Work Backgrounds: Healthcare, Education, Business, Skilled-Trades, IT, Government

Learning Styles: 45% Visual, 35% Hands-on, 20% Reading/Writing

Tech Knowledge: 30% High, 40% Moderate, 30% Limited

Learning Struggles: Time management, Learning disabilities, Tech literacy, Language barriers, Neurodiversity, Assessment anxiety

Goals: Career advancement, Career change, Personal growth

(Grand Canyon University, 2025).

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3) Belonging and Adult Learners Reflection 

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3) Belonging and Adult Learners Reflection 

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According to Maslow's Hierarchy of Needs, adult learners are more successful when they feel a sense of belonging, safety, and respect. Maslow emphasizes that feelings of acceptance and respect is crucial for students to progress in higher-level learning (McLeod, 2007).

On the other hand, Transformative Learning Theory suggests that adults can learn through reflection of experiences within the community. This idea challenges current perspectives through dialogue, questioning assumptions, and engaging in discussions that further enhance new ways of thinking and acting (Western Governors University, 2020).

Together, these theories can create an inclusive, reflective learning environment that provides adult learners with a structure to thrive academically and personally. The use of both foundational needs and opportunities for transformative growth give educators the tools necessary to create/design resources that demonstrate belonging, engagement, and meaningful learning.

How This Toolbox Supports Belonging:

Multimedia activates accommodate different learning styles

Building connections and normalizing different experiences through sharing personal experiences

Goal setting encourages self-discipline, purpose, and accountability

Guided technology activates reduce anxieties and build trust

Creating an environment that is centered around the learner affirms and empowers students to engage fully, tackle challenges, and grow.

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-Ensuring flexible schedules for student time constraints

-Multiple learning styles (visual, hands-on, text-based) included in classroom material to match preferred learning preferences

-Including accessible technology supports for limited tech students

-Language accommodations with those who have a language barrier

- Low stress assessments for test anxiety

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Jarvis, C. (2015, August 11). Introducing transformative learning theory [Video]. YouTube. https://youtu.be/liU1zsi3X8w?si=ZsSX8CrmWnKsI34l

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Sprouts. (2017, January 5). Maslow’s hierarchy of needs [Video]. YouTube. https://youtu.be/O-4ithG_07Q?si=fd0aSg3dTOuhikBL

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InScribe. (2023, February 20). How to improve student outcomes with digital communities [Video]. YouTube. https://youtu.be/khs3q0795Cw?si=fHGgVTie_QNBx18c

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Fostering Belonging for Adult Learners: How to Improve Student Outcomes with Digital Communities