Abstract:

As Socrates prepared his students for life’s lesson and a new world of discovery, some of this “magic” or “mystery” of learning has been cut off from many learners in the form of barriers or obstacles. These barriers have developed as a result of the lack of proper evaluation of learning strategies, techniques, and practices. In addition, some researchers and writers have noted that the practices of some educators have created such barriers to limit not only learning in their course, but also future learning. The stigma of certain educational experiences can have an ongoing, and yet detrimental, impact on learners for many years. While Knowles (1987) noted that “everyone [learners] should be able to participate and control their own learning process.” However, there are barriers that may prevent the adult learner from connecting with the education process as a result of earlier learning experiences/events.

Erik Erikson’s first level of his Psychosocial Stages of Development focuses on the stage of trust versus mistrust (Erikson, 2013). Given this pre-conditional barriers in terms of one’s learning experiences, the academic community needs to address this situation and how to rectify it for future learners. Another key event that has been part of the learning experience for many working adult learners is the use of virtual (online) learning. Thus, this paper will address several key questions. First, what are some of the pre-conditioned barriers to learning that adult learners may be prevented from considering or attempting to continue onward with future educational endeavors? Second, what impact has virtual learning have on today’s working adult learners and their need to obtain education when there are other factors that may impede their ability to take Face-to-Face classes, but rather turn to virtual learning to meet their needs? Third, can virtual learning be used as a strategic tool to help these adult learners to overcome previous learning barriers in order to re-embark up on their educational endeavors and see learning in a different and more stimulating/motivating light? While these three questions may seem quite simplistic in their approach, they do impact each other and affect a learner’s decision to consider or wait for educational pursuits. Finally, this paper will address a “game plan” for all current and potential virtual (online) instructors on how they can create a new “motivating and less abrasive” environment and help their learners to move from Erikson’s noted first level of trust versus mistrust to another stage and perhaps see the value of education once more.

Keywords:

Virtual learning, educational barriers, adult learners, motivation.