Journal: Journal of Transformative Learning and Leadership
Volume: JTLL 01:1 (Fall 2023)
Article: The Application Of Adult Learning Principles In Effective Preaching Part 1 – Section 1: Introduction To The Study
Author: Randall C. DeVille

The Application Of Adult Learning Principles In Effective Preaching
Part 1 – Section 1: Introduction To The Study1

Randall C. DeVille

Introduction

Lecture is the method of choice for higher education course instructors in the United States (Butler, 1992; Omatseye, 2007). Carlson (2001) provided some reasons as to why the lecture method is a popular method of instruction. According to Carlson, any group size can be taught with only one instructor with some degree of effectiveness. The need for few additional instructional materials makes lecture attractive to teacher and administrator alike (Carlson, 2001). Lecture allows the teacher flexibility in influencing the delivery of the material with their style or preferences (Carlson, 2001). There are, however, difficulties with the lecture method that the instructor must overcome. During a lecture, the learner tends to become passive and unmotivated (Carlson, 2001).

The effectiveness of teaching, especially lecture, is not only connected to a teacher’s mastery of content but also to their understanding of adult learning concepts and communication. These three characteristics of an effective teacher form what McCroskey, Richmond, and McCroskey (2002) described as a “three legged stool” where effective communication is as critically important as the other two legs (p. 384). Researchers have examined the role of communication in instruction,

JTLL 1:1 (Fall 2023) 72

focusing on the concepts of immediacy and relevance (Anderson, 1979; Christophel, 1990; McCroskey & Richmond, 1992). The purpose of this qualitative study was to examine the strategies preachers can employ in an effort to increase effective communication.

I used focus groups, as well as personal interviews, in an attempt to capture the perceived effectiveness of a sermon from the listener’s perspective and to gain insight into what the speaker experiences. It was hoped that the open-ended qualitative questions would provide insight into participants’ perceptions associated with teaching as they relate to adult learning principles and communication. I focused on finding out the kind of sermon that delivers a message that changes adults’ lives. The perspectives of the churchgoers, along with my observations, provided data to evaluate the preacher’s view of elements that comprise effective sermons.

Problem Statement

Preachers in the early 21^st century may lack knowledge on the components of sermons that affect their listeners’ lives. It is this lack of understanding of how to facilitate adult learning that may explain why churchgoers attend and hear lessons for many years, yet the lessons learned in the sermons are not reflected in their day-to-day li...