Adult Learning for Workplace

Adult Learning for Workplace

Research has shown that adults learn differently from younger students.  Applying brain-based strategies can help engage adults in learning and focus attention.   Trapp (2005) discusses strategies for self-directed learning formats in her study, Engaging the Body and Mind With the Spirit of Learning to Promote Critical Thinking.  Trapp posed the question, “How can we, as educators combine the latest research on brain-based learning with adult principles to increase learning and retention level?”

Recent results of studies on brain-based approaches such as providing rich-simulating environments, understanding emotions, and that the brain processes wholes and parts simultaneously have shown to be critical to adult learning.  Trapp (2005) states combining brain-based approaches along with adult learning principles and characteristics of adult learning, table 1 refers, can improve adult education in the area of self-learning formats.  Using the key points and learning techniques such as story telling, asking higher-end questions along with previous experiences capitalizes on the principles of how the brain takes in and stores information helping adult learners become more engaged (Trapp 2005).

Table 1.

(From Trapp, 2005)

Five Key Points for Teaching Adults:

1.     Learning is an internal emotional process.

2.     The longer certain areas in the brain are activated, the better information is retrieved.

3.     Complex cognition increases the chance to remembering

4.     Personal experiences cause longer activation

5.     Focus and concentration make a difference.

Characteristics of Adult Learners:

1.     Learn best when the purpose of the learning is clear.

2.     Prefer to see a use for what is to be learned

3.     Learn best when they are involved in the process

4.     Are attracted to solving problems and answering questions

5.     Need to make structure

6.     Learn the best when they have an opportunity to use multiple senses

7.     Enjoy novelty.

In addition to brain-based approaches, recent research has shown positive results with role-playing and simulation regarding adult learning.  Clapper (2010) states simulation that involves participating in a very real learning experience closely resembling an actual setting can be extremely beneficial for adults.  Adults are more likely to retain what they have learned and apply it in their work environment.

Clapper uses the medical community as a good example of role-playing and simulation in the educational setting.  By allowing the use of simulation with medical students they were able to practice without the added pressure of making mistakes on actual patients.  In this scenario, the medical students also felt the power of emotions as actors are used to portray patients and family members.

Using the medical community as a baseline for role-playing and simulation, educators can learn valuable lessons to enhance their lesson plans and improve critical learning skills in adult learning (Clapper, 2010).

Trapp and Clapper’s conclusions provide valuable information for instructional designers to consider when designing training modules for adults in the 21^st century work place.

References

Trapp, P. (2005). Engaging the Body and Mind With the Spirit of Learning to

      Promote Critical Thinking. Journal of Continuing Education in Nursing, 36(2),

      73-76.

Clapper, T. (2010). Role Play and Simulation. Retrieved from  

      http://ezp.waldenulibrary.org/login?url=http://search.

      proquest.com.ezp.waldenulibrary.org/docview/ 218196862?accountid=14872