Faculty Beliefs about Adult Learner Memory and Associated Factors: An Exploratory Study

Author

Anne L. Fensie, University of MaineFollow

Date of Award

Fall 12-20-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Higher Education Leadership

Advisor

Elizabeth Allan

Second Committee Member

Leah Hakkola

Third Committee Member

Kathleen Gillon

Additional Committee Members

Ezekial Kimball

Michelle Miller

William Lynch

Abstract

Adult learners represent a significant and growing population in higher education, particularly in distance education settings. However, adult learners face unique challenges, and instructor teaching approaches can influence their success. Beliefs about how adults learn can shape these approaches. Faculty may be using instructional practices that are not effective for adult learners due to a lack of understanding about the cognitive processes involved in learning by adults as compared to traditional aged college students. This dissertation examines the disconnect between faculty beliefs about adult learner memory and the existing research literature.

This study used a Cognitive Account of Beliefs as a theoretical framework. This theory posits that beliefs are formed through experiences, act as filters for incoming information, and guide actions. The study is situated within the broader scholarly context of lifespan psychology, faculty beliefs, and factors shaping instructional decisions.

The study tested six hypotheses. The first two examined the consistency of faculty beliefs with research findings, predicting that faculty would hold beliefs about adult learner memory that are not supported by the research literature and that they would endorse common neuromyths held by other educators. The remaining hypotheses explored the relationship between beliefs and professional and institutional characteristics.

A quantitative, non-experimental, observational study with embedded qualitative approach was employed. A survey was administered to faculty at bachelor's degree-granting institutions throughout the US. A total of 986 faculty completed a survey that measured beliefs about learning and memory, including common neuromyths, as well as demographic and professional characteristics. The study also included an open-ended question allowing faculty to elaborate on their beliefs about adult learning in distance education.

The results confirmed the first two hypotheses. Faculty beliefs about adult learner memory were often inconsistent with research, and common neuromyths were prevalent. Specifically, faculty demonstrated limited understanding of dual coding theory and fuzzy trace theory, both crucial for effective learning. Notably, endorsement of neuromyths decreased with higher levels of education. While experience teaching adults was mildly associated with learning beliefs, the study found limited associations between beliefs and other professional or institutional characteristics.

These findings have important implications for practice, policy, and research. Faculty need training on adult learning principles and effective instructional strategies, especially those that improve the efficiency and efficacy of distance education. Institutions need to promote the value of teaching adult learners and provide support for faculty development. Further research is needed to explore the relationship between faculty beliefs and instructional practices and to investigate the effectiveness of interventions aimed at improving faculty understanding of adult learning. This study contributes to a growing body of knowledge about the science of adult learning and highlights the need for educators to consider the unique cognitive needs of adult learners in distance education settings.

Recommended Citation

Fensie, Anne L., "Faculty Beliefs about Adult Learner Memory and Associated Factors: An Exploratory Study" (2024). Electronic Theses and Dissertations. 4104.
https://digitalcommons.library.umaine.edu/etd/4104