Adult Learners

Adult learners have been deemed different than their younger counterparts and extensive research has studied and complied different theories on how adults learn. The following paper will identify and describe several adult learning theories and give examples on how they associate with supervisors.

Adults are motivated entirely different in the way they learn. Adults are motivated to learn for various reasons such as professional development, potential advancement at work or simply continuing to improve ones lives, as one gets older. However, it is but practical to consider the ideas on how adults are motivated to learn, what principles of learning works, so that adult educators could likewise respond appropriately.

It may be a given that an individual has more knowledge the older one gets due to more time and opportunities to learn, yet there is a neglect to study the concept of learning process due to the lack of interest.

Most of the world plays the role of a student at least once in their lives. We are taught and expected to learn, but that doesn’t necessarily mean that anything is actually learned and stored in our memories. Majority of times people learn enough just to get by; just to get that perfect grade or perfect score. The difference between a learner and a student is that a learner takes that next step and starts learning outside of the classroom, and starts focusing on knowledge, instead of what grade they are going to get. In his book, Becoming a Learner: Realizing the Opportunity of Education, Matthew Sanders explains and defends the importance of transitioning from a student to a learner.

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

Utilizing this information and comparing it to the programming in place, educators will be able to better meet the needs of adult students and hold their interest. Engaging an adult learner with programming modifications isn’t the only challenge faced.

The world of adult learning was changed by Knowles’ (1973) when he identified four assumptions about andragogy, meaning “the art and science of helping adults learn” (Knowles, 1970, p. 42). These assumptions are: self-concept; experience; readiness; and orientation. Knowles later added two more assumptions; the critical need to know, and motivation (Knowles, Holton & Swanson, 2015; Knowles, 1980). Knowles’ second assumption, experience, plays a significant role for individuals to create, retain and transfer knowledge based upon prior knowledge and skill, (Argote, McEvily & Reagans, 2003, p. 575). I will search for evidence on how the elements of Knowles’ theory align with the knowledge retention and engagement.

Older adults, on the other hand, may take longer to memorize information or to master a skill. However, they can apply new learning to life more quickly and accurately. If older adults can control the pace of their learning, their ability to learn is significant. Thus, the amount of time given to discuss and master new material is important (Hollinger, 2016). Giving adults adequate time to complete their learning

The concept of training when it comes to adult learning has a very prominent link to how employees train new hires of the millennial generation. The meeting solidified how important it is for to stay up to date on the best ways for adults to learn at the level of training.

Adults and children learn in a very similar manner, but the difference between the two is there self-concept of relying on oneself as an adult compared to learning through and from others as a child (Knowles, 1980). Concepts such as preferred learning style and relationships are a crucial factor for both adults and children, and this claim lays true to the adult learning theory of how adult learners retain and present information in most only how they develop and build on relationships with students and colleagues. There are four concepts of Andragogy they can influence the effectiveness of building strong relationships, learning new material, and presenting information to others on and off the job (Knowles, 1980). Self-concept, building upon experiences, preparing oneself to learn, and applying and orchestrating

From being 18 to being 31 now, there are some major differences for one an adult learner is goal oriented, adult learners are not just goal oriented but are interested and want to know why they should learn things. These things are explained through David Kolb” who identified a four-part learning process based on firsthand experience in which knowledge is created” (Kolb, 1984). As a learner, I am different than others some people learn through concrete experience, some through

We can gain knowledge through learning in several different ways, such as reading a book or by using technology. There are pros and cons to both ways of reading; the internet has a vast majority of information, whereas books are limited to what is written inside. Whichever way we choose to read we need to remember to stay

The metaphors to ‘illustrate adults at different learning-skill development’, used by Meggison (1996), have already enabled me to ‘understand people’s current learning skills and help improve them’ (Managing and managing people, p. 275).

The adult learning theory suggests that adults learn differently than children. According to Nursing: A concept-based (2015), the differences in which adults and children differ are by self-concept, experience, readiness to learn, and time perspective (p. 2502). Before this theory, it was thought that adults and children could be taught by the same learning style. After research, it is shown that adults have a differently way of thinking, which leads them to be taught different in order for them to learn compared to the way children learn. There are several reasons as to why the adult learning theory suggests adults learn different from children. By adulthood, Nursing: A concept-based (2015) suggest that “adults already have accumulated life experiences that can enhance their current learning” (p. 2502).

Merriam, S. B., Caffarella, R., & Buamgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.