Towards methodological integration

Methodological myopia from relying on a single philosophical perspective or instructional technique will not work in adult higher education environments. The diverse nature of the adult learner seems to require a pragmatic approach that accommodates a broad range of strategies while applying the specific application for each event. Some interpreters and organizations have analyzed adult learning from multiple perspectives to find the common elements that may point to best practices or principles applicable across all environments.

Reviewing some of the best practices presented by theorists like Knowles and interpreters like Maehl uncovers common elements that seem to define adults as learners. This includes that adult learners are different from youth, capable of learning, needs-based, and complex. Some of the principles that build on these commonalities include

• Build adult learning applications on these commonalities require that the program carefully address the needs of the learner.
• Design programs around the desired outcome.
• Center instruction on the learner.
• Integrate relevant social dynamics to enhance and accelerate learning.
• Recognize the value of the learner’s experience.
• Provide continuous feedback.
• Mitigate barriers to student success.

However, each of these principles may be argued when viewed from different perspectives. In other words, any principle perceived through one perspective may only be applicable in that limited environment.

What seems clear is that the educator needs to consider the needs, abilities, history, and characteristics of the learners, the context, and the environment in which learning will take place.