Adult Learning Theory Paper (Alt)

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.

According Newman in 2014, Adult learning development is more critical thinking and self-reflective. Adult learning education is the ground work for learner to realize these capabilities by developing their skills insights and help them apply these skills. Mezirow believes teachers must help their students on their journey to learn these skills (Newman, 2014). The teacher must be Intune to the emotions of their students during their learning and pick out there speed to achieve Mezirow learning theory Newman states. The teachers must also trying to coerce their students into becoming a more of a critical thinker. The instructor must also help to discover these skills, by helping achieve their

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

The assumptions of Knowles’ Adult Learning Theory, first proposed in 1980, have since become an accepted part of the framework when one considers how adults learn. It is difficult to argue with the fact that adults enter each new day with a background of previous experiences. In formal learning situations, an instructor can use the variety of life experiences brought in by students to build a learning

Adult learning is one of the important parts in the education system and it has proved in most countries. This academic essay is comparing and contrasts adult learning in TAFE NSW and adult learning in China. Start on the history of adult learning in TAFE NSW and adult learning in China. Follow by campus and courses in TAFE NSW and Technical schools campus and courses in China. Thirdly, the student services and supports in TAFE NSW and in China. At the last, the future of adult learning in TAFE NSW and adult learning in China.

The adult learning theory Also known as andragogy is the concept of Adult learning as a science in the field of education. Created by Malcolm Knowles , the theory is comprised of four different concepts. A fifth concept was later added by Knowles. within these different concepts, Knowles set forth compilation of expectations for educators within the Adult Education community. Firstly, he suggests setting a corporative climate in the classroom for learning. (Knowles, 1984, p.76) An assessment of the learners needs and a compilation of objectives and educational activities to help learner reach needs

The common topic of the second article addressed supporting the needs of adult learners. Although adult learners bring a lot of life experiences with them and exhibit an eagerness to learn and are very motivated. However, studies have shown that they also exhibit low self-confidence in themselves. With that being

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).

The content of this paper will focus on the themes of the assigned chapter readings for Week 1 which are 1) Learning in Adulthood: A Comprehensive Guide, Chapter 1, and 2) Understanding and Facilitation Adult Learning: A Comprehensive Approach Chapter 1 and 3. This paper will also incorporate the supportive learning resources (media video and instructors notes) and will outline relevant connections gleaned from their viewing and reading.

I have read a few articles on “Adult Learning Styles.” The one that stood out the most was “Motivation and Adult Learning.” Motivation can come from different factors. In my case I am motivated due to wanting a better job and making a better life for my family. “Motivation is hard to understand” (Arends, 1994). Understanding my motivation and goals are what I am using to keep me focused and striving for a Higher Education. Knowing the “bigger picture” will keep me moving forward and therefore continue to make me do my best; especially knowing I have it in my grasp.

Table 1 includes quantitative and qualitative data that were collected from four full-time online graduate nursing faculty. The data includes information related to what should be included in the proposed electronic media-rich toolkit.

The theory of Andragogy is referred as the science of adult learning and teaching as well as the theoretical study of adult academic education. In the book The modern practice of adult education (DATE) the author states that there are five assumptions that describe an adult learner; 1) is able to self direct their learning, 2) life experiences can enrich learning, 3) they are motivated both extrinsically and intrinsically, 4) oriented learning, 5) learn and develops from life experiences and problems. Knowles (1980) suggests that these five assumptions benefit those learners who have had years of experience in formal learning settings and have had experience in life to compensate for any deficits. The benefits of adult learning can be exhibited in distance education plan, where it is expected that students direct their own learning and therefore making them independent learners. The study by Bullen (2003) stated that even though students

The adult learning process is complicated to explain because one definition cannot truly encompass all the different ways and reasons people are continuing to learn after mandatory schooling. Jack Mezirow came up with a concept known as transformative learning to describe the adult learning process (Merriam, et al., 2014). Transformative learning is defined as making meaning out of one’s experiences (Merriam, et al., 2014). Creating meaning for our experiences allows adults to learn once reflection has occurred. Many stages are involved in the process, but reflection is the one that helps change the experiences into knowledge, new skills, or a change in attitude (Merriam, et al., 2014). Experiential learning also follows the reflection process, as the learner practices and reflects on mistakes or good outcomes, knowledge is gained (Merriam, et al., 2014). Motivational learning and self-directed learning can also relate to transformative learning because there is a drive or desire to accomplish a goal for the individual, which Mezirow theorizes is an essential part of transformative learning (Merriam, et al., 2014). Individual transformation is a precursor for learning to extend to societal change or influence on others learning (Merriam, et al., 2014).

This literature review will look at the educational contributions in adult education, compares qualitative research to quantitative research, describes the "war" between supporters of each kind of research, describes how to review qualitative research, and give details on how to choose and use qualitative techniques. The history, strengths and weakness of using qualitative research in adult education will also be covered in this literature review.