Adult Learners and the Case Study

DOE-HDBK-1116-98

Case studies can help the trainee develop judgment skills and the ability to think independently

and maturely, which in turn prepares them for job experiences. Trainees can make comparisons

and draw their own conclusions to arrive at a solution in an environment that is risk-free. They

also learn how to listen better and improve their ability to convey ideas.

Often, the trainees work in a group to analyze a case study. This helps the trainee to establish a

give and take attitude. Trainees see that people approach the same problem differently; that

there is no " ne correct way"to solve problems. Trainees develop a willingness to see problems

from all points of view.

1.4.2 Adult Learners and the Case Study

Adult learners bring many characteristics to the learning environment. These characteristics,

(e.g., rate of learning, experience, relevance of the training to the job, need for self-direction,

differences in learning styles, and a need for problem-centered situations) are described in detail

in many different textbooks on learning theory. These characteristics, and how they apply to

case studies, are briefly summarized here.

The rate of learning of an adult can be affected by many events. For example, a "ypical adult"

has been out of the classroom environment for some time. They may have lost effective study

habits, which in turn may inhibit their ability to study independently. Case studies may be able to

overcome this problem by allowing the adult to work in a group; each person helping the other to

learn.

Adult learners bring to the classroom an abundance of experiences: previous knowledge, habits,

prejudices, and so on. When designing a case study, instructional developers should require

discussion and input from the participants to allow for their experiences.

An instructional developer may expect a participant to retain and use the information presented in

a case study if it is shown how the information is relevant to the job. When an adult understands

and accepts the relevance of the information, they will be more open to learning the information

and transfer the learning back to the job. Instructional developers should design a case study

that incorporates plenty of examples of where, how, or when the information presented can be

used after the participants leave the learning environment.

Adults want to be responsible for their own actions, and they want to be treated that way. Most

adults feel that they have something to contribute to learning situations, and they want that

feeling recognized. The instructional developer should consider this need for self-direction and

design the case study to encourage it in learning situations.

Because of different learning styles, some adults may learn more effectively by reading. Others

may learn by listening to a lecture. Still others may need to put their hands on an object to

understand it. Instructional developers should design case studies that accommodate as many

different learning styles as practical.