Memorandum

To: Donna Shea, Instructor
From: David Wiget
Date: February 1, 2006
Subject: WR3 Adult Learning Barriers:  Perceived and Actual

 

Take the "What is Your Motivation Style" test provided by AgelessLearner.com (2 points)

·         Discuss the impact of real and perceived barriers (2 points)

·         Compare and contrast barriers for traditional and distance learning (2 points)

·         Discuss your preparedness for facilitating students in overcoming barriers (2 points)

·         Write and submit a report in memo format to the class-at-large via e-mail by the due date (2 points)

Motivational Style

 

            After taking the “Motivational style” test it told me that I am goal-oriented as my primary style and relationship-oriented as my secondary style. I find the results to be fairly accurate in that I probably reach for my goals through a direct and obvious route. Which might lead me to a reference book, my computer, or to call an expert—whatever means is available. However, when it said “You usually prefer meeting in-person when it’s the most effective method and don’t find learning, itself, much fun,” only half of this is true. Although I would prefer meeting someone in person I do get some enjoyment out of learning. In reference to my secondary style of being relationship-oriented I do enjoy meeting and interacting with people and learning things along the way.

 

 

Impact of Real & Perceived Barriers

 

            Some of the real barriers I see with adult education are the ones mentioned in the articles have definitely, to some extent, interfered with my educational goals. Of course mine where do to making poor choices as an adult and suffering the consequences thereof. One of the most recent was with within this last calendar year. The problems ranged from marital problems to minor legal issues to financial. All of these barriers combined created the need to extend my goal of obtaining my level II adult designated teaching credential until this year. Despite these barriers I have persevered with my goals, resolved my legal and marital problems and have learned a great deal in the process that will ad to my life experience thus expanding my ability to teach my target population.

 

An obvious barrier not mentioned in the articles is the abuse of alcohol and or other drugs (AOD). One might think that drugs such as marijuana enhances creativity not looking at the reality of short term memory loss and long term brain damage. Another drug of abuse is the stimulants such as methamphetamine. Many college and or adult students will use this drug to stay up late and “cram” for exams not realizing the risk of addiction and many other consequences. Although this may seem as an obvious barrier I think it’s important to mention being that I have counseled countless adults that have given up on their educational goals due to addiction.

 

Another real barrier for me, and I’m sure for other families with children, is the distractions and interruptions in the home. I have been interrupted at least five or six times while writing this report. But with patience, tolerance and unconditional love goals can be accomplished.

 

Perceived barriers also have a major impact on adult learning. The Attitudinal talked about in the article Widening Adult Participation:  Overcoming the barriers to engaging adult learners":

• being nervous about going back to the classroom and concern about not being able to keep up
• negative perceptions of schooling and skepticism about the value of learning
• low self-esteem and lack of confidence both generally and in relation to learning
• low aspirations and lack of role models
• lack of trust on ‘officialdom’ and formal institutions or organizations and,
• age. One in five non-learners think they are too old top learn

These are all perceived barriers that can and do prevent one from learning and increasing ones education. Yet these “perceived” barriers even though not “real” are sometimes more difficult to overcome. Its like the acronyms of FEAR (1) Forget Everything And Run (I cleaned this one up for my scholars but you can use the other F word if you like. It has a greater impact with my target populationJ) or (2) False Evidence Appearing Real the positive one that will get better results (3) Face Everything And Recover.

 

 

 

Compare & Contrast Traditional/Distance Learning

 

            Traditional and distance learning have a similar goal and that is to provide education that will enable one to learn to new skills, move up the corporate ladder, increase income, and become a more productive member of society. The differences in these two methods vary as to ones own preference. Traditional learning requires one to attend classes that may or may not be at some distance to commute. Where as distance learning can be done in the comfort and convenience of ones home.

Not getting the “in class” experience may have its deficits such as the direct feedback and input in the subject matter. Where as distance learning calls for more commitment and willingness to achieve the feed back and input sometimes needed to get the full effect out of an assignment.

Both these methods do have there up and downs. I, however, like the distance learning option better because it allows me more freedom and at the same time teaches me that I must be reliable, responsible, accountable, and dependable. Which are all attributes I must have to be a valuable teacher.

           

 

Preparedness for Facilitating Students in Overcoming Barriers

 

            I feel well equipped and better prepared to assist my students to overcome the real and perceived barriers mentioned and many more. Dually because of my education gained from the EVOC courses/instructors and my life experience. I would role model and teach my students that although life can be tough at times and have its pitfalls, that no matter what one goes through in life, it can be conquered with enough desperation and courage.

             

Extra Credit

Include a page at the end of your report with suggested community resources you can make available to your students for specific barriers.  Site the barrier then identify the resource. (1 points each up to 5 points maximum)

1. Students with a history of AOD abuse or dependence with highly benefit from 12-step meetings such at AA http://www.inlandempireaa.org/

1265 N. Mt Vernon

Colton, California 92324

FAX 909.825.7370

Office 909.825.4700

2. Students that come from or live in an unhealthy environment of an AOD dependent relative or spouse would benefit from Alanon/Ala-Teen http://www.al-anon.org/english.html.

 

Both of these resources provide valuable and pertinent information and support for those in need. I have witnessed countless people that were once seemingly helpless and hopeless take advantage of these FREE self-help support groups become productive members of society with high self-esteem and a level of willingness never before seen in such individuals.