6 ways to teach adults more effectively

Faculty and Staff

01 Nov 2023

In many ways, PGDA graduate Zamashenge Ginnie Buthelezi, 25, is a typical Milpark Education student. In her third attempt to pass the PGDA, she frequently doubted herself and her ability to pass. Despite possessing the academic ability, she battled with motivation and resilience. In many ways, her struggle with doubt and self-belief reflects what many Milpark students experience.

These topics are explored in interesting depth in research that was recently presented by Milpark Education’s Marisa Grundling, head of the Department of Risk and insurance at the recent Institute of Risk Management South Africa Conference. Entitled Training a Limitless Next Generation, six key themes emerged:

1. Make learning active – not passive

Studies show that traditional and formal education models don’t work well for adults. Educator Malcolm Knowles instead suggests adult learners are actively involved in the learning process. This means giving them the freedom to make their own learning choices, to provide collaborative learning environments in which discussion and debate is part of the method of learning. Adult students already have life and work experience, which they can bring to the classroom. This creates more engaged and interested students who are also more likely to retain and understand new content.

2. Adults are motivated by other things than children are

Children go to school because they are told to do so by parents and teachers – their motivation is external. Adults choose to study and their motivation is internal, like for Zamashenge, it is more likely to be because they want a better life or improved career options. When helping adult students learn, their individual motivation plays a big role. Focusing on that and helping them to use it as a drive for learning can be a very dynamic learning tool.

3. Make the learning material interesting and relevant

Research shows that adults will generally be more interested in learning from someone who can prove the skills or subject being taught will have a positive impact on their work, personal or social lives. Adults are more selective and less accepting than children, they already possess the gift of critical thinking. It helps to show them why they are learning a certain module or about a particular law.

4. Adults don’t care so much about the marks

Adults are driven by personal reasons when it comes to learning. Interestingly enough, the grading system is not as big a motivating factor for adults as it is for children. For adults, self-actualisation, better quality of life, self-esteem can rate higher. Find out why students are studying and help them to articulate their motivation, to visualise their success and focus on strategies to achieve their goals.

5. Make lessons short and very sweet

Adults learn faster in dynamic and interactive sessions. Group discussions, debates and role-playing have been proven to be very successful. There is one study that shows student attention in a lecture peaks after just five minutes and falls steadily thereafter. Short breaks, preferably with relevant activities, can revive attention.

6. Ensure adults FEEL good

Emotions control the on-off switch to learning. When we are uptight, anxious, or afraid, we are not open to learning. For educators, it is important to see that students are motivated and when a student appear unmotivated, to find out if the problem lies in attention, memory, language, organising, higher order thinking or in an emotional and psychological arena. Studying as an adult is a stressful, time consuming and expensive undertaking – especially in a modern environment. It can take its toll on individuals. But having made the commitment to study already shows the desire to grow and develop, which educators should always try to nurture and foster.

Education expert Ben Pike says, “For humans to keep up with our changing world, our education system must also adapt and find new relevance. To learn is to be human, and this very human element of learning must take centre stage as we move away from the old and envision the new.”  

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Marisa Grundling HOD: Risk and Insurance