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Adult Learners
The stereotypical image of the college student as an 18–23 year-old in residential, full-time study is being challenged by a new reality. The U.S. economy is now information-driven and a college degree has become increasingly important for both new entrants into the labor force as well as those already employed. Adults have become a rapidly growing part of the student population at colleges and universities nationwide. However, practices designed for a traditional age population do not necessarily serve an adult learner well.
Questions the EDUCAUSE Learning Initiative (ELI) explores about adult learners include:
- What are the demographics, needs, circumstances, life experiences, learning styles, and motivations of adult learners?
- Are their expectations for teaching, learning, service, and support the same or different from traditional age learners?
- Are there learning principles and practices that are particularly relevant for adult learners?
- What uses of technology are helpful to adult learners?
ELI has collaborated with the Council for Adult and Experiential Learning (CAEL) to make CAEL's resources more readily available to ELI members. The following links include CAEL materials that will help you better understand adult learners and their impact on colleges and universities nationwide.
Get an Overview of the Topic
Additional Resources
Relevant Web Sites
- Adult Learning Documentation and Information Network (ALADIN)
A program of the UNESCO Institute for Education, ALADIN is an international network of adult learning information and documentation centers. In addition to providing access to online resources, including Web sites, publications, abstracts and bibliographies, and full-text journals, ALADIN also maintains a listserv on adult learning issues and developments.
- Adult Learning Focused Institution (ALFI) Initiative
CAEL is helping traditional colleges and universities better understand and address the characteristics and needs of adult learners through its Adult Learning Focused Institution (ALFI) Initiative. Through this effort, CAEL seeks to assist colleges and universities in improving learning opportunities for working adults and the employers who support their education.
- American Association for Adult and Continuing Education (AAACE)
AAACE is an association for adult and continuing education professionals. Its mission includes "fostering the development and dissemination of theory, research, information, and best practices...and advocating relevant public policy and social change initiatives." AAACE's Web site provides contact information for getting additional background on AAACE publications, meetings and conferences, and public policy initiatives.
- Coalition of Adult Learning Focused Institutions (A CAEL Initiative)
The Coalition of Adult Learning Focused Institutions is an alliance of CAEL colleges and universities that strives to improve programs and services for adult learners by making educational opportunities more accessible and by removing obstacles to degree completion. Coalition members assess their programs on a regular basis and share best practices with other institutions.
- International Council for Adult Education (ICAE)
ICAE is a global partnership of adult educators and related organizations that promotes lifelong learning as a necessary component for people to contribute creatively to their communities and live in independent and democratic societies. The organization's Web site provides information about Convergence, its quarterly journal on "issues, practices, and developments in the broad field of adult and nonformal education" and links to other adult learning information sources.
Related Writings
- Jim Black, Gen Xers Return to College: Enrollment Strategies for a Maturing Population (Washington, D.C.: AACRAO, 2003).
- CAEL, 2003 National Adult Learner Satisfaction-Priorities Report (Chicago: CAEL, 2003).
- CAEL, Findings From CAEL's Benchmarking Study: An Executive Summary (Chicago: CAEL, 1999).
- CAEL, How Well Are We Serving our Adult Learners? Investigating the Impact of Institutions on Success & Retention (Chicago: CAEL, 2005).
- CAEL, Principles in Practice: Assessing Adult Learning Focused Institutions-Case Studies (Chicago: CAEL, 2005).
- CAEL, Serving Adult Learners in Higher Education: Principles of Effectiveness: An Executive Summary (Chicago: CAEL, 2000).
- K. Patricia Cross, Adults as Learners: Increasing Participation and Facilitating Learning (San Francisco: Jossey-Bass, 1992).
- Carol E. Kasworm, "Adult Meaning Making in the Undergraduate Classroom," Adult Education Quarterly, Vol. 53, No. 2, February 1, 2003, pp. 81–98.
- Carol E. Kasworm, Cheryl J. Polson, and Sarah Jane Fishback, Responding to Adult Learners in Higher Education (Melbourne, Fla.: Krieger Publishing Company, 2002).
- Morris T. Keeton, Barry G. Sheckley, and Joan Krejci Griggs, Effectiveness and Efficiency in Higher Education for Adults: A Guide to Fostering Learning (Dubuque, Iowa: Kendall/Hunt Publishing, 2002); CAEL fee required.
- Sharan B. Merriam and Rosemary S. Caffarella, Learning in Adulthood: A Comprehensive Guide, 2nd Edition (San Francisco: Jossey-Bass, 1998).
- Urban Whitaker, Assessing Learning: Standards, Principles, and Procedures (Kendall/Hunt Publishing, 1989; CAEL fee required.
- Raymond J. Wlodkowski and Carol E. Kasworm, eds., Accelerated Learning for Adults: The Promise and Practice of Intensive Educational Formats: New Directions in Adult and Continuing Education, No. 97 (San Francisco: Jossey-Bass, 2003).
Page Last Updated: Friday, August 10, 2007
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Unless otherwise noted, EDUCAUSE holds the copyright on all materials published by the association, whether in print or electronic form. In certain cases the work remains the intellectual property of the individual author(s) (see Special Circumstances).
