PRINCIPLES OFADULT LEARNING

Dr. Andra BannisterDirector, WSU Regional

Community Policing Institute

ADULT LEARNING A PERSPECTIVE

Adult learning--such as police training--requires consideration of several factors... Most officers have been out of school for several years Educational levels will vary widely between people Most adults are “set in their ways” so providing new information will frequently meet with some resistance Life’s experiences have taught the officers to be somewhat cynical or suspect Motivation for training is frequently ordered rather than being a volunteered opportunity

ADULT LEARNING CHARACTERISTICS

Self-directed learners--intrinsic motivation to learnThey have “real life” experiences on which to...

Base reactions to the subject matter Accept or reject the training material Apply the information to their work

ADULT LEARNING APPROACHES

There are different approaches to training which can be used which depend on... The type of information or subject matter being taught The expertise and knowledge of the students The goals of the training session (i.e., ranging from skill development to simple awareness)

ADULT LEARNING CONSTRAINTS

Factors which will constrain--or limit--the effectiveness of training… Physical environment Time Administrative constraints (e.g., having to account for an eight hour work day while in training) Resources available to support the training (e.g., computers or written materials) Officers’ attitude toward the topic going into the training

ADULT LEARNING METHODS

Case StudyDetailed examination of a problem, model, process or issue to determine characteristics, dynamics and results.

Collaborative LearningWorking in a small group toward a defined end, whether to solve a problem, seek new knowledge, or apply new information or techniques

LectureThe direct presentation of new information by a subject matter expert

ADULT LEARNING METHODS

Self-Directed TutorialSelf-contained, programmed learning curriculum for individually-paced attainment of learning goals.

Problem SolvingLearning attained through individual or small group analysis of a problem and the development of alternatives

for resolutionGroup or Panel Discussions

Learning via the expression of issues and experiences on an issue by diverse individuals discussing perspectives

ADULT LEARNING SUPPORTING STRATEGIES

At logical points--end of a topic segment or discussion point--give a synopsis of lessons learned

Repeat important points--reinforcement is an important learning tool

Use real world illustrations where possible to accentuate points

Watch for non-verbal cues that students do not understand the information and/or processes

Be adaptable--change techniques if one style or technique does not seem to be working with a group

Learning is enhanced when the experience is comfortable

When asking questions to students, be certain they are open-ended--usually starting with what, how or why.

Provide written material when possible to support the intended information to be learned

Provide a wrap-up at the end of the session.

ADULT LEARNING SUPPORTING STRATEGIES

DISTANCE EDUCATION EXPECTATIONS OF FACILITATORS

Assist in room set-upAssist in session registrationWelcome the participantsManage the training administrative mattersProvide an introduction to the training sessionFacilitate discussion of the topic after the teleconferenceProvide a wrap-up for the sessionSubmit forms and materials to the RCPI office at WSU

Dr. Andra Bannister, DirectorRegional Community Policing InstituteLindquist HallWichita State UniversityWichita, KS 67260-0135

Visit our Web Site At:

http://www.wsurcpi.org