This Adult Learning article is discussing the nature of learning as it applies to the non-traditional college student. For this discussion, a non-traditional college student is over the age of 25, financial independent, typically a full time employee, has dependents and is enrolled in college part time. All of these factors combined place adult learners at high risk for not completing their degree. The rises of adult learners in the college environment are bringing challenges and opportunities to the academic community. It is in the best interest of the educators to embrace what the adult learners will bring to the collegiate community and have willingness to tailor programs to work for all students, regardless of age and experience.
In some cases, adult learners starting the education process later in life are likely to have a large gap in their learning. Additionally, adults have acquired through employment practical knowledge causing challenges for the learner as they approach different learning styles and methods. “Instead of continuing to acquire academic knowledge and skills, they have increased the development of practical knowledge in the workplace” (Kenner and Weinerman, p 91.). Framing work for the adult learner will help to alleviate frustrations as direct connections will be made regarding the relevance of the coursework to everyday life. Furthermore, the learning strategy of providing the student with a detailed syllabus that outlines how the class will proceed and how each class will build into the next class will better equip the adult learner to attach themselves to the class.
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