The two go hand in hand. I believe that the longer a person stays in school, the more likely they are to continue to learn throughout their lives. I think this is because learning is like anything else; it takes practice to get good at it.
In her article, Merriam (2001) states that Knowles believes that “learners become increasingly self-directed as they mature” (p. 8) This is an easy assumption with which to agree. Maturity can come at any age. If we posit that adults are naturally self-directed learners, then our task as educators or trainers would be simple. Provide learning opportunities and they will learn. Of course this is not the case. Merriam, Caffarella & Baumgartner (2007) point out that adults do not participate in learning activities for many reasons. Time, money and proximity to learning opportunities all play a part in an adult’s willingness to learn.
Therefore, it would stand to reason that eliminating one or more of those barriers to learning would be a primary objective. This is opposed to all the mired of theories that propose learning plans, testing learning programs for outcomes, developing learning strategies and the like. In a formal classroom setting, these methods of instruction may very well enhance the probability that adults will continue their education. But if adults are in an educational program they are already self-directed and life-long learners. They have paid money and budgeted time to learn. Teaching these adults to become self-directed learners is easy compared to preparing adults without a formal education to become lifelong learners.
It is not the academic world, or community-based “programs” that need to be revamped to train adults to become lifelong learners. If learners are already in programs they are well on their way to becoming self-directed learners. They are practicing learning. Merriam et al. (2007) cite a study by Johnstone and Rivera that provides a profile of the typical adult learner. They claim that adult learners are “better educated, younger, and employed full time and have higher incomes” (p. 59). Once again, we can surmise that teaching this “class” of individuals to become lifelong learners is simple in comparison to those who do not have the resources to engage in learning. Further, motivating these prospective learners to overcome barriers is an equally daunting task.
I personally believe that working adults should be provided with training and developmental learning programs through their employers. I also believe that it is incumbent upon society to encourage these learning activities by compelling employers to provide development or to help encourage training and development through matching funds. If we compel workers to learn, they will learn to learn. Just as we compel our children to learn, we can compel adults to learn in the workplace, and once they get good at it, they might seek formal learning opportunities as well.
Valerie Whitcomb
PhD AMDS Learning Management
Stafford, VA