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I would like to echo everything that has been said pertaining to what an adult learner is and how they differ from other learners. What I found most interesting in the reading and what I find unique about how we can approach adult learning is the concepts/platforms in which adults engage in learning daily specifically informal and nonformal settings of learning.

Also coming from a Student Development Administration point of view, I do agree with Missy in how we balance the tension of motivation and juggling life.  I think another way we can balance the tension of motivation and juggling is to one, be aware of it, but also name your awareness to the adult learner. I have been in classrooms where professors and educators have named that they are aware of what is going on, tension and juggling multiple responsibilities, and I think the acknowledgement allows students to focus on the material at hand and own their education. I also agree that tailored activities are important to a classroom and to adult learners and the ability to apply the concepts in class to their practice (since we have now acknowledged they are busy, working, professionals) to retain information and find it valuable.

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I think Adult Learners are people who choose to bring their wealth of knowledge of the world into the classroom. My mom is an adult learner she has recently decided to go back to school and as she continues to study she constantly reminds me of what a hard work ethic is. She has explained to me that it is harder for her to memorize the readings or lectures. She is constantly taking and referring to her notes. She explains to me that balancing work, kids and school is a struggle but one that she has managed with persistence. I have learned that Adult learning takes patience. My mom asks questions that are outside the box and is constantly referring to where outside of the classroom she has used what she is learning.

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I think an Adult Learner is someone who chooses to learn for a variety of reasons, whether it's to expand their social network and learn a new hobby, grow their professionally and personally, build their credibility to make social change, etc. There may be times where an adult learner may be assigned learning by their manager, for instance, but I feel in most cases adult learners are directing their own curriculum and learning paths. Whereas, non-adult learners may not be learning content that is directly relevant to their current lived experiences. This can cause learners to disengage from the learning environment and in turn may need to be more extrinsically motivated to learn.

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A Very Interesting Term…“Adult Learner”. The term usually co notates an “Age” of the student rather than the level of learner. Adults are so diverse in their level of education that it requires a broad array of diverse levels to be really effective.

As a chronologically advanced student (older :-) I also see many things in our world from such an extremely different perspective than many of the traditional college students at traditional universities. Just an interesting observation.

Take Care

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I think it would be difficult to separate age when defining who is an adult learner because with age comes experience, wisdom, and knowledge; additionally, in order to capture data to learn more about a group for research, we, as a society, do have to be specific in defining who is an adult and who isn't. I, however, also take into consideration that age isn't the sole factor characterizing an adult learner. I think adult learners have more self-initiative, drive, and motivation because they are learning in order to further their professional and/or academic development; they have a better sense of direction than youth based on experiences and know what they want out of their education. Moreover, adult learners want to readily apply the skills to something pertinent in their life. Another characteristic of adult learners is one who is managing multiple roles and juggling a plethora of responsibilities along with being a student. This may include family obligations, working other jobs, or service in the community. Since there is a broad definition of who is an adult learner coupled with the various experiences adult learners bring to the course, instructors need to take into consideration each of their individual needs to best support them in the educational process to engender successful outcomes for each learner.

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In my opinion adult learners will tend to take more control of their learning than the youth because of their life experiences.  It is like the common saying that the have lived longer and seen and done more.  Many of these traits have been embedded and can be drawn from their responsibilities with work, families and their previous educational learning experience and background.  Also adult learners tend to be more motivated in schooling because it has become a choice, for many a professional development and opportunity.  With the youth, they are taught the “how” as in adults, they want to know the “why”.  Additionally the younger absorbs learning like a sponge and with age the speed of learning may decrease however they analysis of what is being taught is more integrative and in depth.

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To add on to what has already been said here, I think adult learners also are harder to win over because they are less likely to blindly buy into what the teacher is teaching. We've had more experience and aren't as willing to blindly accept what is said. I know that my post-undergrad educational experiences have been very different because I am more likely to question the teacher. I am also the type that needs to see the big picture and am more likely to struggle with a class if I cannot see the point.

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Merriam and Brockett (2007) broadly define adult and adult education as "activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception, define them as adults" Merriam, 2014 pg. 11). Defining what an adult learner is can be difficult as students age 16 can enter higher education  as Diane pointed out. I do believe that adult's life experiences (Merriam, 2014) provide value into the educational experience in learning in adulthood. The reading also raises important questions surrounding assumed social roles and responsibilities expected of an adult (Merriam, 2014) and I'm interested in unpacking what this looks like for non-traditional adult learners.

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I love what everyone's saying here about how they define an adult learner. I don't have much to add to what's already been said, outside of the fact that I think adult learners actually want to be there and engage in learning the material (or participating in whatever activity is being offered; I come from the Student Affairs side of things).

Dr. Robbins - in response to your question, I think that one of the best ways we can well balance the tension of motivation and juggling is by remembering that the adult learner has multiple competing priorities as we develop content for them in whatever context we're in. By always keeping this in the back of our minds, I think we can avoid facilitating meaningless activities that will kill their motivation, which will ultimately keep them even more engaged throughout the term. Coming from Student Affairs, I've always found it helpful to check in with students periodically throughout the term to ensure that they're still doing well, although I'm not entirely sure how this would play out in a more traditional classroom context. I'm sure there are other ways to help manage this tension, and I'd love to hear some other perspectives!

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Sara, I really appreciate your comments on motivation and juggling.  I think you characterize well the tension faced by many adult learners.
I wonder how we do this well/respectfully/effectively. Any thoughts?

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I would like to agree with Sara's perspective that motivation plays a important role on distinguishing the learner being a adult learner or not. Rather than using age as the criteria of what makes an learner adult we need to judge the learner from their intention of what they want to accomplish corresponding to their experiences and mental maturity.  I say this because I have witness many learners who are at the age of a college academic level yet their goals, motivation, and will to learn such subject is a mind of a child. You can learn but what you learned and how to use the knowledge for use is an important factor. We can teach someone everything about the world knowledge, he/she may still not use it properly. On the other hand, I have also witness a child at the age of 12 living through poverty yet, his desire to learn for the benefit of survival for his family is heart warming. His dedication to learn allowed him to grow up to help earn a living at his age. When being interviewed, his mental maturity surpasses many adults who lived a comfortable live from the beginning. Thus, although this class is a adult learner, we must also consider that many learners have many different variability and how we as the instructor need to accommodate all factors is more important.

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I see two factors that characterize adult learners:  motivation and what I can call the juggling act. Adult learners, whether undergraduate college students or retirees, have different motivations from younger students. College students may still have a sense of "I have to--this is what I am expected to do," but their motivations shift over time. Older adult learners are highly motivated. They may be paying for their education out of their own wallet for the first time; they may need a particular skill or certification to get that job promotion; they may want a new skill in order to switch careers or start a business; they may want to learn a new language for work and travel. Motivation becomes more clear as an adult.

The other factor is the juggling act. Adult learners are motivated and focused, yet they can be distracted and overwhelmed by responsibilities of home and work, making learning more difficult. As educators of adults, we need to take advantage of the benefits of higher student motivation and at the same time figure out how to support students when the juggling act  becomes overwhelming.

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I really enjoyed how Brittany Goff defined adult learning. She said that she defines adult learners as those who have responsibilities outside of school. Being someone who began the college journey at age 16, I really enjoyed professors who valued my opinion and outlook despite my age.

Most assumed that I had no outside responsibilities besides school at that point. In reality, I was working as well as volunteering at multiple organizations.  I would have defined myself as an adult learner at that point, despite not legally being an adult.

Adult learners are individuals who value education, collaboration and growth. I see adult learners as individuals who have grounded values and beliefs, but also are willing to have an open mind to mend them as new information is received.

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Rather than defining adult learners based on an age group, I typically equate adult learners with those who currently have or have had other significant responsibilities in their lives outside of school. These responsibilities can encompass things like parenthood, full-time work experiences, general care-giving, and developmental or emotional barriers.

Adult learners often has had opportunities to learn in settings outside of a typical classroom.  These opportunities can help an adult learner find their own strategies for learning that work best or them, or at the very least, form practices and habits that seem to be more useful for them individually.  I think that because of these other learning experiences, adult learners can be much more capable of autonomous learning than students who enter higher education straight from high school and have experienced mostly lecture-type learning.

I also believe that adult learners can be different than those who are not adults because they question information passed their way instead of seeing it as fact just because they are told it is.  In addition, adult learners seem to be more emotionally developed which can help them to question themselves more opening during discussions and self-reflections. Adult learners have a greater capability to distinguish the logic behind information given to them and to compare that with their own knowledge.  Learners who are not adults might be less likely to question information or their own knowledge.

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I loved what Anthony DeVito said about adult learning not being a condition of age but rather environment... That is a really interesting thought... And I find it true. I think adult learners bring more to the table because of experience but that is not necessarily related to age... at this point, being in graduate school, most of us are adult learners and have values and intricacies that we bring forward that gives us an edge or foundation to stand on. I think it is important to be grounded and having that experience to fall on is crucial key.

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An adult learner is a developmental classification. I picture adult learners integrating elements of "I've seen this before" with a brain that craves certain kinds of stimuli. In other words, adults have the experience to draw from, where they can articulate styles of teaching and learning that are both familiar and effective in their past. They also have a brain which has been shaped to learn in particular ways more readily now, than earlier in life. "Neurons that fire together wire together" is my way of thinking that an adult brain has a practiced way of synthesizing new information best, over many years of experience. As educators, we are then called to identify this personal need for learning in a particular way - emphasizing the need to have adults create meaning for themselves in the work, before the teachers simply deliver content. I see myself mandating specific note-taking strategies, or given less academic freedom to younger students as a major difference.

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For me, an adult learner isn't so much a condition of age but rather environment. I think any learning done within an institute of higher education is adult learning. But adult learners themselves are quite varied, especially based on age, as the video shows. Those right out of high school are still used to that style where the teacher is in control while much older non-traditional students feel like they've got a lot to contribute to the class and have many preconceived notions they bring to the classroom.