Teaching Through Transformation: Learner-Centered Instructional Design for Adult Learners

Introduction:

Over the past century, college and university demographics have changed. Recently there has been an influx of non-traditional learners enrolling in colleges and universities. With this change in the learner base, there comes a need to look at the methods of design for instruction within adult filled classrooms. A focus upon the theory of transformative learning and learner-centered learning thus has begun. Can instructional designers utilize this theory in order to ensure a better learning environment for the adults that are filling college campuses? Is transformative learning supportive of the shift in higher education to learner-centered learning and teaching? A review of current literature gives a broader view on these questions.

Review of the Literature:

In the past, the typical college student was fresh out of high school or under the age of 25 -years. Loden and Rosener (1991, as cited in Thoms, 2001) predicted that by the year 2000 we would see more women, minorities, single parents, and working learners enter educational institutions across America. Not only is this prediction proving to be true, there are also more adults than ever (those over the age of 25) seeking post-secondary degrees. This adjustment in the learner base presented a need for change in methods of design for instruction within adult filled classrooms.

As higher education demographics changed, so did the idea of instructor-led education. A focus has been placed on making higher education more learner-centered, giving the adult learner an active voice in their education, instead of a passive one. Could Meizrow's theory of transformative learning be supportive of the learner-centered paradigm shift that higher education is going through? Using transformative learning theory and the concept of learner-centered education, can the instructional designer use this blend to provide the best environment for the adult learner?