Because Of Big Data, Virtual Learning, And Their Bygones Can Be Made By Forgones.
Why Use Andragogy Model In Adult Learning Especially In Face-face And Online Learning
About half of the world’s adult learners are working adults, with young adults and adult school students often listed as the most active participants. But we’re almost certain that adults far outnumber them when we look at the numbers of aging baby boomers, who now constitute almost 15 percent of the workforce, and an anticipated 50 percent of all adults by 2050. That not only keeps more adults on the job, but it means more adult learners and, more important, the need for highly skilled teachers.
While most adult learners don’t need to step into the classroom to get what they need, age alone is not a sufficient excuse to not grow skilled enough to help them. In fact, age-related skills like memory and flexibility are best acquired not during the time on the job when a worker doesn’t need them, but the time after hours or on the weekends. For the very same reason, a body of research indicates that while there are always limits on the time when a high-level brain will work effectively, our psychological limits are not fixed in place.
An emphasis on adult learning can be guided in part by this, and a corollary can be found in the U.S. education system, where there are many glaring shortfalls in schooling compared to that available in our foreign neighbors and in other industrialized nations. For the U.S. to ensure its well-being and above-average productivity, one has to assume that we can and will improve our standing in the global education arena.
The biggest reason for our low educational standing in comparison to our international counterparts comes from the way we customize our teaching methods.
Adults and older people are an obvious target market for many online courses. The market potential includes more senior citizens already taking online courses in creative writing, music, or veterinary sciences, who then teach their families. There are a large number of such teach-your-family-to-learn programs in the online space.
Another appeal to adults and older people is their time–three hours a day, six days a week, and even more for elderly couples are they live together. This is due, in part, to societal pressure on wives to be hands-on participants in a family in whatever way possible.
Enrollment in adult classes is rising so substantially that nine out of 10 students who take part are over the age of 25, even though students in America, like their counterparts overseas, are less likely to start out as enthusiasts for their coursework.
Why are we doing this? Aside from a few practical reasons, such as bringing the skillsets that complement work into the home, adult learners have very positive feelings about these programs. And while some may still have difficult qualities that influence their willingness to learn, parents agree that adult learning has an incredible impact on their children’s confidence, commitment, and self-esteem.
Through online and face-to-face classes, we can achieve a higher level of degree or apprenticeship attainment, and gain financial independence, confidence, and self-esteem. We’re no longer so reliant on guardianship and the American Dream of leaving people a nest egg for their children. Adults have the sense that they are achieving their own definition of independence, which can be an invaluable treasure.
Adult learning can be a boon for parents of all ages, and it’s one of the few paths that can accommodate aging gracefully and successfully. It’s our middle path to getting there, but it’s one that some adults will prefer, for different reasons. It’s also something that the education system should address with more open-mindedness and dedication if it’s to remain relevant in the workplace, too.
This article was originally published on The Retirement Project, a free online, collaborative platform for topics related to finding the right retirement lifestyle.