Adult Learning Theory Paper

One of the main theories of adult education comes from Malcolm Knowles who is often credited for putting adult education and adult learning at the forefront because of the researches he did on the topic and many papers and books he wrote about it. His idea of how adults learn was based on five basic principles. These first is that the motivation for adults to learn is more intrinsic as they may have greater self esteem or need to learn to achieve a better quality of life. The second is that adults are more experienced and that experience can be useful in the learning process as it is a form of resource. The third is “self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being[5]” meaning adults are independent and will not rely on instructor for everything. The fourth is that there is an increased readiness to learn information that may prove useful in their daily lives and fifth, adult become more task or problem solving oriented instead of learning by subject matter. The principles of how adults learn are presented in a way

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.

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.

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

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

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 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

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

Adults differ from children in that they have spent years building up a foundation of life experience that serves as a starting point for any new learning whether formal or informal. Malcolm Knowles recognized this foundation when outlining his theory of Andragogy. He also highlighted that adults not only approach learning opportunities with prior experience, but also find motivation for learning within themselves, are able to learn independently and have the ability to integrate learning into their previously established experiences and find immediate application for their new learnings (Abela, 2009).

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

Adult learning is having a clear picture of how adults learn and how this in turn affects the program planning process. Many adults are not sure about what they want to do with their lives after high school. There are many programs that will help you to decided, what you want to do with your life. This is where adult education programs can help you decided on the importance of education. There are three content areas that connects with adult learning and planning education within the adult. Knowles state that the adult learner, learns from their experiences. Experiences is how adults live their everyday lives and make concise

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).

ADULT LEARNING THEORY 2 Adult Learning Theory Malcolm Knowles Malcolm Knowles (1913-1997) was a key figure in America’s adult education in the second half of the twentieth century (Smith, 2002). Early Life “Born in 1913 and initially raised in Montana,” Knowles seems to have had “a reasonably happy childhood. His father was a veterinarian and from around the age of four Knowles often accompanied him on his visits to farms and ranches” (Smith, 2002, para. 2). His mother also played a critical role in his character building. During his campaign for the scouting prize, he developed a technique that would help him compete successfully (Smith, 2002), which he always thanked his mother for. In 1930, He entered Harvard University with

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 ?

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are: