Facilitating responsibility for learning in adult community college students

Catalyst, The, Winter 2002 by Howell, Cynthia Lake

3. a readiness to learn related to social roles

4. immediacy of application replacing future application

5. internal rather than external motivation

Knowles (1984) further suggests establishing a classroom climate that-- helps adult students to feel accepted, respected, and supported so that "a spirit of mutuality between teachers and students as joint enquirers" can take place.

Unintended Consequences of Traditional Approaches to Teaching

The traditional pedagogical approach to teaching, that of the familiar teacher-as-dispenser-of-knowledge, places responsibility for the learning process primarily on the teacher. The students' resulting passivity and disinterest can discourage inquiry and involvement in learning; teachers can become frustrated at their students' lack of motivation and effort and their expectations of being spoonfed information. Unintended consequences of the teacher-centered classroom include what Beane (1997) identifies as three conditioned learning styles:

1. the avoidance style, characterized by the student's lack of participation and perhaps irregular attendance;

2. the dependent style, characterized by the student seeking security by doing whatever he or she is told; and

3. the competitive style, characterized by the student focusing entirely on the end product of grades and viewing other students as competitors.

In spite of such consequences, community college educators often continue to rely on a pedagogical rather than an andragogical approach to teaching, perhaps because we teach as we were taught.

Reconsidering the Instructor's Role

The traditional paradigm for post-- secondary education mistakes a means for an end, making providing instruction the primary purpose of college. A shift from providing instruction to producing learning frees the instructor from the role of being the exclusive source of knowledge for students to becoming a facilitator of their learning (Barr & Tagg, 1995). Community college teachers can seek the participation of students in determining approaches to learning and might even invite them to help identify the goals and objectives of the course. Knox (1977) points out that "active interest and participation are more likely when the learner helps identify objectives, selects learning tasks, and understands procedures" (p. 411). ) In addition, learner-centered classes in the community college have been found to be related to higher grades, a greater sense of accomplishment, and greater overall satisfaction among students (Miglietti and Strange, 1998).

Lawler (1991) lists nine principles through which instructors can facilitate learner-centered education:

1. create a physical and social climate of respect;

2. encourage collaborative modes of learning;

3. include and build on the students experiences in the learning process;

4. foster critically reflective thinking;

5. include learning which involves examination of issues and concerns, transforms content into problem situations, and necessitates analysis and development of solutions;