Recently, Adult Learning (AL) has become a very popular and effective mode of learning. Globally, an increasing number of adults opt for further study and self-development. Adult learners learn for different reasons and have many valuable assets for continuing education. There are, however, challenges adult learners face in pursuing further education. Adult learners are differentiated based on age or cognitive maturity and can be classified as non-conventional learners. The paper engages the subject of adult learning from a critical viewpoint to explicate the problems that characterize it with the aim of problematizing the idea of adult learning beyond conventional motivation assumptions.
Adult learning is problematic on motivation aspect. This presents as a challenge because adult learners are mainly not motivated by the quest of acquiring knowledge; instead, they are motivated by other factors. According to Ahl, the participation of adults in education portends an immediate interest in lifelong learning. Ahl adds that the underlying problem that characterizes adult learning enhances the theoretical underpinning of increased levels of unemployment as well as skilled labor. According to Ahl, “motivation problems result from various dispositional, situational and structural impediments” (385). The models that concern the interplay between adult education and motivation demonstrate the innate motivation to learn. The varied dispositional, structural challenges and situational trajectories inform problems associated with adult learning based on the frameworks of educational motivation. This aspect is detrimental as it makes education loss its primary goal. Ahl explains the harmful consequence of such a situation by noting, “Instead of a problem solver, motivation becomes a euphemism for direction and control” (385). The understanding by Ahl demonstrates the principles that motivation is an inner derive and the construct within the learning dimension shows a stigmatization of people towards learning (387). Accordingly, it is imperative to note that the problems of motivations in individual learners assume the basic problem of adult learning. One most significant challenge is lack of personal motivation. If anything, adult learners face a particular challenge in pursuing another degree – or, for that matter, completing an unfinished one – given a broad range of commitments (professional or personal) which makes motivation an issue of reckoning compared to younger learners. It is apparent that Ahl’s argument supports the fact that adult learning is characterized with a big problem of having learners who are not motivated by the primary aim of acquiring knowledge.
Establishing the crucial role of motivation in learning is essential in explaining the magnitude of the identified problem. While adult leaning reflects the social constructionism, it emerges that the removal of barriers within the structural impediments reinforces the belief that motivation is key of enhancing the individual’s learning potential. Furthermore, Ahl provides detailed evidence of the motivating factors that push adult into education. It is arguable that adult learning is often motivated by a desire to support children’s learning. Ahl explains “adults’ motivation to participate in continued education is of immediate interest” (Ahl 385). A second significant consideration for adult learning rests on a fact that, on deciding to start education potential learners do not dwell much on a main reason (for adults) to join a higher education institution: settling on a profession and starting a solid career path. In the context of this scenario, it becomes evident that significant motivation remains enmeshed in a complex set of factors, which make adult learning particularly challenging. However, to understand adult learning clearly, adult broader learning context habits and patterns of learning need to be investigated. From a different viewpoint, Ahl attempts to propose a solution to the identified problem. It is essential that the role of motivation is manifested through euphemism for control and direction. In his effort to address this challenge, Ahl argues “instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion” (405). This are interesting sentiments as it is only through understanding the context under which motivation is qualified as significance problem in adult learning, that one can comprehend the degree of the problem and the possible interventions for addressing it. In essence, in adult learning, motivation should be aligned to the relational concept because its existence of lack of it shapes the operational construct within the pedestal of lifelong learning. Motivation in adult learning is further complicated in the fact that adults have to be motivated within confides of their lives, in fulfilling their needs and those of their families, as well as in achieving their dreams and aspirations. Thus, when reasons for motivation disappear, an adult learner might lose proper momentum to pursue further education.
The cultural formation of adult learning is shaped on the axis of self-directed approach. Maaske attempts to explain the situation that characterizes adult learning. Maaske suggests, “perhaps the most important and controlling basic motive in all adult learning is a desire for self-improvement” (184). In this context, the scholar feels that attention of adult educators should focus on elevating the position of adult education discourse within the social cultural phenomenon. The ideology of pedagogy demonstrates adult education as a mythology for advancing the narrative of learning through individual determinism. Skinner supports Maaske’s sentiments by proposing the need of adopting “a broad-based theory of teaching as well as of learning, not just a set of 'implications' or injunctions to teachers” (300). It is apparent that adult learning can be difficult since learners may lose motivation along educational journey as no one else offer momentum to learning process. Education is important for adult learners only as a growth tool. This means that learners can easily lose motivation once it appears that education is not offering the desired growth or after obtaining their career goal. While adult education is enhanced from the pedestal of self-direction, the essential of mastery of content shapes the comparative efficiency that advances the skill management base of learners in the context of business and corporation. The theoretical dynamics of self-directed learning explains the overall problem of adult education through the formation of social cultural concepts.
The idea of liberty and freedom represents the process of optimal learning, which lack in adult learning spectrum. This is challenging enough since learning process often lacks dynamics readily available in full-time syllabus. There are differently and specific factors contributing to adult learners’ motivational changes. In particular, it is arguable that adult learners learn under pressure as they feel that they need to accomplish their desire with all means possible. Maaske explains that adult learners are mostly driven by a “desire of self-improvement” (184). This can be interpreted to mean that they are compelled to immediate and mandatory need of improvement, an aspect that pressures them. For instance, regular, younger students studying at state or private universities are constantly reminded by a risk of scoring low or being expelled if classes are skipped frequently. There are, moreover, parents who are constant reminders of personal responsibility to study well and get good grades. Meanwhile, adult learners are self-accountable. The image of self-direction borders on self-contentment to drive the capability of adult learner to achieve the objectives of learning within the scope of splendid isolation. From this understanding, it is plausible enough that the class of adult education portend the dimension of behavior that highlights efforts given by people to catch up with change programs and educational course in later years of life (Maaske 184). However, Skinner criticizes the assumption that adult learners have limited learning ability. Skinner “rejects the notion that older students find it harder to learn and claims they can readily stomach traditional teaching methods” (300). Skinner’s argument in this context is, however, weak. It is apparent that adult students present some unique traits and situations. In most cases, an adult have courses for a higher qualification and, hopefully, a better job. Half way through course, an adult learner might give up a course altogether having landed a well-paid job since “end goal” has been reached, i.e. having a better job. Further, adult learners lose momentum once life priorities change. For instance, a young woman may decide to start a new education course to gain a deeper knowledge but, once pregnant, she could change course again, opting for motherhood.
Adult learners need particularly qualified instructors who would become an additional source of inspiration during learning process. From one viewpoint, Skinner supports this assertion by acknowledging the existence of a big difference between adult learners. In particular, he agrees to the idea of having customized instruction models that are specifically in coherent with the learner’s needs. He notes that, “The evidence is that the needs and capabilities of adult mature students are so different from those of their traditional age classmates” (Skinner 300). Although considerable numbers of adult learners prefer to take up online independent courses or just opt for educational tutorials designed for independent learners, some adult learners still join regular programs and hence deal face-to-face with actual instructors. As noted, since adult learners require different motivational strategies – compared to full-time students – instructors should be ready to face motivational gaps of own independent students. Developing instructor's leadership qualities, learning capabilities and not least motivations are proven essential to changing instructor's practices and, consequently, adapting to learners' needs. However, from a different perspective Skinner opposes this ideology by challenging its practicability. Skinner claims, “changing teaching practices is a complex business and requires sustained attention to possible mechanisms of change and forces at work” (300). It is; however, arguable that educational institutions should be able to manage learning needs of adult learners for more effective and rewarding learning experiences.
In conclusion, it is clear that adult learners present various problems that have the potential of affecting their learning. Notwithstanding a broad experience, adult learners may still have to find momentum to study. Often, adult learners juggle work and learning, an effort that undeniably influences motivation for learning. Indeed, maintaining interest in something when a person does not have enough strength and time becomes an uphill endeavor, which further complicates lifelong learning process and adult learning. The idea of motivation in the context of adult learning should be approached from a more problematized perspective. Indeed, lacking a desire to do something, adults cannot be blamed for being unmotivated—they are just not obliged to. As identified by some scholars adopting customized instructional programs for adult learners would go a mile in improving their experience.
Works Cited
Ahl, Helene. “Motivation in Adult Education: A Problem Solver or a Euphemism for Direction and Control?” International Journal of Lifelong Education 25.4 (2006): pp. 385-405. Print.
Maaske, Roben. “Adult Learning.” The Phi Delta Kappan, 22.4, Supervised Correspondence Study (Dec., 1939): pp. 184-188, 192.
Skinner, Don. “Springer Review.” Higher Education. 44.2 (2002): pp 299-301
