Examining Adult Student Satisfaction in Relation to Three-Weekend Compressed Class Formats: Using Andragogy Theory as an Effective Blueprint
by Dr. Lisa Fall, Part-Time Temporary Faculty, Central Michigan University, and Associate Professor, School of Advertising and Public Relations, University of Tennessee

Where “pegagogy” focuses on the art and science of teaching children, “andragogy” focuses on assisting adults in the learning process (Knowles, 1990). Andragogy theory proposes a set of beliefs based on six assumptions: 1) adult students need to know why they need to learn something before they engage in learning it – they want to know head of time how it applies to their everyday lives; 2) adult students possess the self-concept of being responsible for their own decisions and lives – they expect the instructor to view them this way as well; 3) the adult students’ experiences are very valuable to them – they want to incorporate their life experiences into their learning situations; 4) adults enter a learning situation eager to learn, and further, they use the material they learn to cope effectively with real-life situations; 5) adult students have a task- or problem-centered orientation to learning; and 6) adult students are motivated to learn by extrinsic motivators (such as promotions, better jobs, and higher salaries) in addition to intrinsic motivators (such as job satisfaction, self-esteem and quality of life).

A survey disseminated to CMU students (n=95) who were enrolled in three-weekend intensive course formats sought to determine various aspects of satisfaction with regard to study habits, academic performance, and individuality as they relate to this particular compressed class format. Results indicate that the number of times students engage in this type of class format significantly influences their satisfaction in relation to study habits. In short, their satisfaction is highest initially and it diminishes the more times they enroll in three-weekend class formats. Additionally, those who receive no financial reimbursement from their employers reported higher satisfaction scores. Females reported significantly higher satisfaction scores in relation to study habits and individuality while males reported higher satisfaction scores in relation to academic performance.

Various implications from this study may assist instructors who teach within the three-weekend compressed class formats. First, frequency of times students engage in this type of class format seems to have an impact. Instructors may consider determining, on the first day of class, how many have/have not taken a class in this format before. This way, they can get a sense of the level of motivation (in the form of “newness”) among the group. Second, results from this study suggest that “money talks.” Hence, instructors may want to consider requiring assignments that not only increase knowledge on the subject, but allow students to use what they learn at work. This way, students will gain a sense of achievement, regardless of who is paying the tuition tab. Finally, results suggest that we should continue to acknowledge that gender has an impact on education. Where women value individualism, men seem to value performance; these results are complementary to the gender literature. As such, instructors should encourage class assignments that allow for individual expression while also serving academic outcomes.

This study has limitations. The results are not generalizable to all adult students enrolled in three-weekend compressed formats. Also, the sample size was rather small. However,  it is certainly a launching pad for future studies. Conducting longitudinal studies will provide more fruitful information.

In closing, we must continue to find effective ways to enhance educational opportunities for our adult population. Further, we need to acknowledge that, unlike their traditionally-aged counterparts, they have special wants and needs related to education.

Knowles, M. (1990). The Adult Learner: A Neglected Species. Houston: Gulf Publishing.
Knowles, M. (1980). Modern Practices of Adult Education. Chicago: Follett Publishing.

For more in-depth results, refer to: Fall, L.T., 2001. Three-Weekend Course Format and Adult Student Satisfaction. Journalism and Mass Communication Educator, 55(4), 39-48.

The author can be reached via email: fall1lt@cmich.edu