The Challenge of Time Management and Its Effects on Adult Learning

Adult education is a need-based education. There are several problems associated with adult learning. Notably, there is a perceived lack of time among the learners. Striking a balance between a job, family, education and other responsibilities associated with adult life may be a daunting task. The course load in adult learning increases the perception that there is no timing in handling all the recommended classwork activities. The learners have the options of distance and part-time learning. The options make an effort to make the time commitment to higher education much less daunting (Jowett, 2015). However, studies on adult learning reveal that the more credits a student carry at once, the higher the likelihood that they will complete his degree within the shortest possible time. Full-time leaning may not be a feasible option for most of the adults due to other commitments that require their attention. Selection of the ideal learning program has proved to be a challenge to most adults. They desire to complete their studies within the shortest possible time (Jowett, 2015). Striking a balance between the number of credits and their attention to other commitments may be necessary.

Why is the issue significant?

The challenge of time management is of great significance before an academic audience. The challenge is not isolated among the adults. Failure by the adult students to manage their time effectively may have spilling effects on other players in the academic arena. Notably, man is a social being and their time management skills are vital for peaceful coexistence. For instance, in the case where the adults do not get to class in time and always find their instructors going on with a class, they may disrupt the learning session. The attention may easily shift from the instructors to the student who could be coming to class (Foote, 2015). Time lost due to the distraction may have a gross impact on the ability of the instructor to complete their coursework on time. It is thus evident that poor time management and the perceived lack of time does not only affect the individual student but the whole class as a whole. It is no doubt that perceived lack of time and poor time management deserves the attention of scholar. The attention of the scholars may inform on the best practices that can enhance proper time management among the adult students.

Why does it occur?

There are various factors that lead to lack of time and poor time management among the adult students. Notably, poor planning could be the cause of the perceived lack of time and poor time management among the learners. They fail to plan their activities of the day effectively. In such cases, they end up not meeting the deadlines for certain activities. They may not keep time as anticipated. Poor planning goes handily with an inability to set priorities. It is commonplace to find that the adults may do not offer attention to the most urgent activities. They may only be surprised that the deadline is about to elapse. Engaging in the last minute rash may have a significant impact on the outcome of the processes. Such may be effectively avoided through proper planning and setting of priorities for the day

The number of commitments requiring the attention of the adult learners leads to poor time management and perceived lack of time. It is commonplace to find that the learners may have family and work commitments struggling for attention with the course load activities. In such cases, despite proper planning and setting of priorities, the adult learners may not have adequate time to respond to all commitments effectively.

How does it affect learning?

Poor time management and perceived lack of time among the adult learners have a significant impact on the learning process. Notably, it affects the ability of the learners to cover the coursework within the stipulated time frame. It is common that the instructors may end up not covering the syllabus comprehensively. Such has a bearing on the quality of education that the adult learners receive.

Poor time management builds up stress among the learners. In the worst cases, the adult learners may end up developing depression. Stress has a significant bearing on the learning capabilities of the adult learners (Taylor, 2017). They may have difficulties in grasping simple concepts due to the buildup of stress. It could quickly result in poor academic performance where the grades posted by the adult learners could be astonishing.

Poor time management and perceived lack of time have an impact on the completion time for the curriculum among the adult learners. Notably, the learners end up spending a longer duration of time than the average time required to complete a program (Tight, 2014). The case has an impact on the admission abilities of the institutions. In the cases where the capacity of the institution is strained, it is likely that they could lock out potential students from accessing their educational services due to the delays in the completion time for the current students.

Who shares a stake?

Some people share a stake in the challenge. The students are the primary stakeholders. Other stakeholders include the instructors, the management of the learning institutions and the families of the adult learners.

What are the consequences if we do not engage in a dialog about ways of dealing with the problem?

Failure to engage in dialogue about the problem may have an impact on the quality of adult learning. It may affect the completion time for most programs (Taylor, 2017). It could have a negative effect on the quality of relations between the instructors and adult learners which may lead to an unfavorable learning environment.

Are there different perspectives or ways of looking at this issue?

The different perspectives of looking at the issue may entail the cause and effect view. Understanding the causes of poor time management among the students informs the effects of poor time management. The approach is ideal for identifying the right approach to solving the causes of poor time management.

Conclusion

Adult education is a need-based education. There are several problems associated with adult learning. Full-time leaning may not be a feasible option for most of the adults due to other commitments that require their attention. Selection of the ideal learning program has proved to be a challenge to most adults. Notably, the learners end up spending a longer duration of time than the average time required to complete a program (Tight, 2014). The case has an impact on the admission abilities of the institutions. Adult education is a form of education which requires proper time management and engagement.