Terrence R. Redding, Gordon Eisenman, and John Rugolo

Abstract

Of particular interest in the importance of peer led instruction, and the shared paradigm of late adopters learning technology. Paper provides important insight as to how to remove learning barriers and dramatically improve the success rate for teaching technology to late adopters.

Training in Technology for Late Adopters:

Learning in Retirement, Computers for Seniors

Terrence R. Redding, Gordon Eisenman, and John Rugolo

Introduction

"Learning in Retirement" (LIR) as a formal program is predicated on the principle that adult learners are capable of developing, designing, and delivering high quality instructional programs. The concept of LIR is similar to notions associated with "self-directed learning" (SDL). This paper is a case study of a small private college’s establishment of a LIR institute using adult learning theory and the concept of SDL. Further, the paper will present a model that can be followed by other organizations in establishing similar programs.

"Learning in Retirement Institute" (LIR), a national program of peer-led continuing education programs for retirement-aged adults, is increasing in popularity as institutions of higher education adopt this innovative approach. The purpose of a LIR is to offer college level courses on a non-credit basis (there are no tests, and no costs), to provide a forum for intellectual pursuit, an arena for lively discussions, and to encourage the development of new insights and sharing of new ideas. Courses typically cover a wide range of topics such as literature, music, the arts, political and social issues, retirement related issues, health concerns, etc.

Adult learning occurs in a wide variety of settings. It can take place in isolation or in a group setting. Groups can be informal or formal, with or without instructors. When learning occurs with an instructor, the instructor can have a wide variation in age and instructional experience.

The participants in a LIR may also vary greatly in age, learning experience, and life experiences in general. For example, age can vary from 55 to over 90 years of age. Given this wide variation in setting, instructor, and participant it may be impossible to standardize an organizational and instructional approach that increases the success/growth of a LIR in any given effort to expose retired persons to learning. But Learning Theory can inform the process and thus increase the likelihood of success.

Learning Theory concerns itself with the learning process (Reigeluth 1983). Adult learning theory is concerned with the process associated with adult learning .When describing the process by which adults learn it is also necessary to address the conditions associated with the learning. These conditions are influenced by the unique characteristics of the adult learner.

It is more important to place emphasis on the adult learner, in the application of adult learning theory, than it is to focus on a particular set of theories. Because there is no single theory of education for adults, it is up to the organizer of a learning environment to apply those theories which fit the groups rationale and philosophy concerning the nature of humanity, the nature of reality, and the purpose of the learning. The authors’ orientation is on self-directed learning, or learning that occurs voluntarily and in the absence of coercion. Since, learning in retirement is by its very nature an activity engaged in by volunteers, the application of notions concerning self-directed learning is appropriate. It is therefore rewarding to note that our application of learning theory, which reflects this personal orientation, has been successful.

Intentional adult learning occurs most often as a result of

change. This change can be external, as in a change in the society at-large, which precipitates a need to acquire new knowledge or additional skills. It can also be the result of an internal change such as the physical changes that occur with aging that cause an individual to desire to change leisure activities or acquire new skills which enable the highest possible quality of life. This paper uses the prior situation and applies adult learning theory to a self-directed learning activity. The activity is gaining knowledge and skill associated with using a personal computer.

Malcolm Knowles presented a unified theory of adult learning about 25 years ago. While it is not described as an adult learning theory it does provide an interesting emphasis on the adult learner. Knowles said in The Modern Practice of Adult Education: Andragogy Versus Pedagogy (1970):

Self-directed learning is defined as a learning activity that is voluntarily engaged in by an adult. It is the adult’s ability to choose whether or not to engage in the learning activity that is the determinant as to whether the learning activity is self-directed. This is not to say that a self-directed learner cannot participate in mandated educational activities. However, the organizers of learning in retirement groups should consider the self-directed nature of adult learners.

Why Adults Engage in Self-Directed Learning

Developmental changes that affect the way adults think about themselves and the world around them occur gradually. The desire to respond to change, therefore, can also occur gradually and the decision to respond to the change may be made over an extended period of time. This extended period of time permits the adult to formulate ways to address change that can be unique to the individual, in terms of motivation and incentive, but which ultimately can be addressed in a collective learning environment.

Self-directed learning does not have to occur in isolation but can and does often occur in social settings and just as easily in a formal classroom setting.

Individuals that respond to change as it occurs can be distinguished separate from those that wait but ultimately adjust to change later. It is not the purpose of this paper to answer questions concerning the distinction between these two diverse groups. It is important, however, to recognize that the two groups exist. Within the context of LIR, and computer training, those that respond to change as it occurs can be labeled "early adopters." They learned along with society as it incorporated computers into the workplace and every day life. Their learning task in keeping up with change is therefore incremental and is taken in small learning steps. Along the way they learn skills that are later devalued by society as society determines "best" approach through universal acceptance of alternatives. Early computer programming languages, operating systems, and computer hardware are casualties of this process. But the early adopter, keeping pace with change, manages the small learning steps and gains a historical perspective of computer use over time that is a paradigm only understood by those that have taken the early adopter path. Early adopters use phases, think in ways, and approach problems differently than those not yet caught up in the computer age. Conversations and explanations of computer knowledge assume a common paradigm of understanding that the late adopters appear have little hope of understanding.

The learning task for the late adopters (for lack of a better label) is very different from that of the early adopters. The late adopters, for a wide variety of reasons, lack the common paradigm and have difficulty understanding the early adopters enthusiasm for a particular computer "operating systems" or why they insist on using words with no meaning (such as RAM, ROM, DOS, Input and output device, baud, bit, resolution, etc.) when discussing the simplest question concerning computers. Their learning problem, once they commit to learning about computers is one of catching up. They will avoid the false steps of the early adopters because they will not spend time learning about things that society ultimately discarded (failed programming languages, operating systems, and hardware platforms) but they also will not understand references to them by early adopters who may become their mentor or teacher. But it is the late adopters that want to learning about computers in a LIR.

Therefore, successful LIR instructors in the area of rapidly changing technology should understand not only why adults choose to learn, but also some of the barriers to learning that may have frustrated the LIR participant in the past. These barriers include a lack of a common paradigm between student and instructor, age of instructor, age of fellow students, lighting, and physical access to the classroom.

The Organization

The aim of this adult learning theory case study is to enable a LIR and those responsible for organizing the group to successfully create a learning environment in which optimum learning in retirement can occur.

Langenbach, in his section on self-directed learning (1988), points out that most instruction is a top-down process and that instructors often perceive themselves as creating access to knowledge. This notion of the importance of the instructor or organizer in facilitating of the transfer of knowledge can be a limiting factor. This may especially be true for older adults.

Unlike conventional K-12 instruction, where society has a major role of insuring that the access and content are appropriate, older adults are able to address access and content issues through their autonomy of action. However, that does not mean that educational activities prepared for adults need not concern themselves with access or content.

A Formal Plan of Organization is Required

At Palm Beach Atlantic College we followed the organizational plan and guidelines presented below to structure our approach to developing a LIR. Other models may also be useful. Like all organizations, LIR requires a plan to be consistently successful. At its foundation should be an explicit philosophy and stated organizational purpose. It should be organized to empower the members to control their organization. A stable structure that insures continuity of purpose and direction from month to month and year to year, with regular elections and a decision making process, should be put in place. Regular meetings should be routinely conducted. Ideally, the business portion of the meeting should be minimized and the important goal of learning through scheduled presentations should occur at each meeting. Members should have a sense of responsibility to regularly make informal presentations on topics of interest to the entire LIR.

In the case of formal adult learning, where the acquisition of specific knowledge and skills are desired, a formal plan of instruction is an asset. In order to facilitate this discussion, the authors will address the application of adult learning theory as demonstrated by such a formal plan of instruction. Formal plans for conducting a course of instruction are called curriculum.

This curriculum entitled "Learning in Retirement: Computers for Seniors," was prepared for instructing individuals with a wide range of life experiences, from 55 to 90 years of age, in a formal classroom setting (Rugolo, 1995). It should be noted that the average success rate for senior students (those that enroll and complete a course) is 40 to 50 per cent (Redding, 1989, 1995). Most attrition is associated with individuals that simply attend a few sessions, and then drop out. A formal study of why there is a high drop-out rate for senior students has not been identified. Rugolo's informal investigations indicate that senior students have difficulty accepting instruction from much younger instructors who appear to lack understanding of senior students. He further reports that senior students are uncomfortable in a group of younger students who seem to communicate and learn at a different pace than the senior students. Contributing to the uneasiness senior students feel in a traditional classroom setting is an indication that younger students tend to be impatient with the questions and needs of the senior students (Rugolo, 1995). The referenced curriculum, which is an application of adult learning theory, has a demonstrated success rate of nearly 100 per cent. The authors believe this is true primarily because the LIR adults respond favorably to being "educated as adults," but more importantly because their instructor shares their common paradigm in terms of life experience. The discussion of the process associated with the cited curriculum will shed light on what it means to be educated like older adults in a cohort group.

The curriculum begins with a clear statement as to the aims of the instruction and the objectives to be accomplished. This is further amplified by stating the knowledge and skills to be gained by taking the course. Because adults have the ability to "vote with their feet," it is important that they understand what will be required in a course, how that requirement matches their needs and the logic behind the presentation of information. It is also important to recognize that the older adult students will have had widely varying experiences that either lend to, or distract from their learning experience. Verduin's Instructional Model, one of the few that has been specifically developed to address adult instruction, indicates that two important procedures should be followed at the beginning of instruction. 1) Assessing the beginning behavior of adult students and 2) defining student and class goals to be achieved in the learning effort (Long 1983).

Classroom Environment

In the beginning session the instructor accomplishes a number of things which are designed to improve the success rate of the class participants. First, the instructor outlines his own experience in deciding to learn about computers, with very limited knowledge of what was involved. Then he has the class acknowledge, that within the participating students there is a wide variation in age and experience. In this way the instructor is able to formally acknowledge the uniqueness of each learner.

The range of age in any given class can and has extended from mid 40's to mid 90's. A wide range of student's previous exposure to the subject of computers has also been encountered.

The fact that present within the class may be individuals more technically qualified than the instructor is used to encourage the students to think of the course as one in which students can also participate, explain and teach. The instructor also adds humor to the process of learning by encouraging the students to identify and catch the mistakes made by the instructor. This encourages a relaxed but progressive atmosphere within which the instruction can proceed. It has been the instructors experience that this allows the students to develop a sense of ownership/belonging for the class and makes the overall environment less threatening. This is especially true for those students that have never taken a course as an adult. Developing a sense of ownership/belonging in the students also encourages the more knowledgeable students to help those students that appear more intimidated by the material presented in class.

Student Goals

Adult students work best when their individual goals are clearly understood. The student is encouraged to state their individual goal and the instructor commit himself to seeing that they are successful at achieving their goal. It has been observed by the authors that, after having the adult students state their individual commitment to a particular goal publicly, they are less likely to drop the course as long as satisfactory progress is being made.