Adult Learning Theory: Kolb Learning Model, Learning Styles Handout

Learning as defined by the American Heritage dictionary as “the act, process or experience of gaining knowledge or skill (ahdictionary.com, 2017). Many have tried to further define learning by describing just how one gains knowledge or skill. Malcolm Knowles’ Adult Learning Theory of Andragogy, David Kolb’s Experiential Learning Theory and Jack Mezirow’s Transformative Learning Theory are three such models of the experiential learning process that will be discussed here.

Mark Knowles who is main contributor to adult learning theory clearly states various assumptions associated adult’s learning such as adults need to know why they are learning, need to be self-directed, learning from experiences, problem centered approach to learning, and motivation by both extrinsic and intrinsic motivators (Noe, 2013).

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

In an effort to determine how adults learn, experts examine and evaluate studies that have been done that involve the adult learner. The more that experts understand how the learner processes information, the better the understanding will be on how to structure their learning environment. Research is continually changing in this area, and educators know there are differences in how each adult learner attains information. In the two articles, “Adult Learning Theory for the Twenty-First Century” by Sharan B. Merriam, and “Adult Learning Theory: Applications to Non-Traditional College Students” by Kenner and Weinerman, different theories are discussed.

The Adult Learning Theory by Malcolm Knowles discusses strategies for adult learning and is based on the understanding that adults require certain considerations to learn effectively (Knowles, 1990). Knowles? Adult Learning Theory is based on six assumptions of the adult learner (See Appendix A). For optimal learning to occur, the following are necessary: ?(1) a need to know, (2) a responsibility for one?s own learning, (3) the role of experience as a resource for one?s learning, (4) a readiness or applicability of the information to one?s life situation (5) motivation to learn and (6) problem-centered learning with real-life problems? (Knowles, 1990; Mitchell & Courtney, 2005). Knowles (1990) suggested that adult learning and readiness to learn are influenced by developmental tasks. According to Knowles (1990), adults learn best when there is a perceived need for information. Adults have a need to be self-directed often deciding what they want to learn. For learning to occur, the patient first needs to know why they must learn something. Therefore, the nurse must ensure that the patient understands their underlying diagnosis prior to teaching. When adult learners have control over the timing and direction of the learning process, the learning experience is enhanced (Russell, 2006). Knowles (1990) also stated adults need individualization of learning strategies. Adult

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

A person can't be successful at learning new skills, without being familiar with how we actually learn something, including the components of knowing, and the components of knowledge and the difference in these descriptions.

This article discussed many aspects of adult learners and provided strategies for instructors to improve learning in adult learners. They stated repeatedly that learning experiences are a major factor in adult education. It can help intrinsically motivate adult learners to retain more information in order to improve their knowledge. In the article they also discussed how it is important to allow adult learners to take ownership of their learning while allowing the instructor to facilitate activities that are more hands on. Adult learners tend to learn better when they are actively involved in the learning process and are able to make meaningful connections between the new material and their old experiences.

Thinking and learning are social activities that are organized by the tools that are available during specific situations. The art of thinking is directly influenced by the learning venue where learning takes place. When a professor is educating an adult learner the professor should take into consideration learning styles, critical thinking skills and cultural objectives. The point of education is to make the theory and clinical fun and easy for the adult learner to grasp. Any theoretical model that will attempt to relate and explain adult learning in relation to an educational theory is necessary to have two fundamental elements, motivation and reflection.

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

When did adult learning begin to take a stance in the field of Education? Adult Learning started to be considered a professional career in the early 1920 's. The basis of the adult Learning method cannot be summed into only one Theory of how Adults Learn . We can however, note the similarities and differences of adult learning based on relevant information that compares and contrasts how individuals act and react to different theories . Many different theories exist in the Adult learning world although there are two theories that will be compared. These theorists are, Malcolm Knowles and David Kolb. Although differing in theory Knowles and Kolb bring uniquely different insight to the Adult Education world. Exactly what is the Adult learning theory ?

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 is common for adults to continue learning after completing secondary education. Whether it is work related, self-improvement, or newfound interest in a particular area, continuation of learning and education are common experience for most adults. There are courses and training facilities widely available for adults, however is not immediately apparent how the educational experience can best be organized and delivered to the adult learner. Adult learning has been described as a separate entity to the tradition

The adult learning theory that I believe best addresses schools’ culture and helps in addressing positive organizational change is Moore et al.(2011) theory that states “begin with a climate of respect” (p.238). Building up an atmosphere of admiration is an essential in aiding school’s culture and addressing positive organizational change (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011, pg. 261). I believe an atmosphere where respect is apparent, promotes healthy interactions amongst student and teacher. It initiates attentiveness to learning goals and expectations. Moore et al. (2011) examines an act of respect by meeting and welcoming students at the classroom entryway when they enter class. In addition, Moore et al. (2011)

A visually domininant learner retains information better when it is presented using visual tools like pictures, diagrams or charts and viewing online media.