Essay on Adult Learning is Different from Traditional Learning

In the essay following I will be concentrating on the subject of Andragogy and how it has always been a cornerstone of adult education. Andragogy in a sense leads you down the path promoting individualism in learning and in turn allows the availability for each adult to find their own specific learning style. As we all know, each individual will not learn the exact same as another. In the following essay we will explore all there is to know of Andragogy.

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 five suspicions of andragogy are that grown-ups are self-coordinated learners, grown-up learners convey an abundance of experience to the instructive setting, grown-ups enter instructive settings prepared to learn, grown-ups are issue focused in their learning, and grown-ups are best spurred by inward components

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

As an educator, it is my role to teach as well as learn. The role of a teacher allows me to experience both Andragogy and Pedagogy. “Andragogy” is “the art and science of helping adults learn "where as “Pedagogy is the art and science of teaching children” (Knowles, 1984, p. 13). In my profession, it is a daily task to teach concepts to children. Children are generally, teacher directed learners meaning, they are always looking to the teacher to guide them in their learning. They seek out answers and need direction to what they will be learning and what activities are provided to solidify the learning concept. This is quite different than the self directed, or the adult learner. According to Caruso (2011), adults learn by performing

From adolescence to late adulthood, our lives change drastically. Our goals, achievements and conceptions of life differentiate as we mature. As we grow older, we no longer concern ourselves with self-identity or the opinions of others, but instead we focus on our accomplishments and evaluate our life (if we lived a meaningful life). From adolescence to late adulthood, we experience different developmental tasks at a particular place in our life span.

There is several different models and theories associated with adult learning. Through my research it seems that andragogy is the first thing educators think of when adult learning process is mentioned. Malcolm Knowles says, Andragogy is “the art and science of helping others learn (Merriam, Caffarella, & Baumgartner, 2007).”Andragogy are learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of the learning experience (Clardy, 2005). Andragogy is an assumption that there are different characteristics and requirements when it comes to learning between adults and children. Therefore, the learning procedures used in teaching adults must be altered from the pedagogical procedures related to teaching children. Andragogy is based on five assumptions concerning the adult learner (ASTD, 2007).

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

Many students, including myself are entering college for the first time in our lives. They experience things alien to them and have to deal with an exorbitant amount of anxiety and stress. A major stressor that stands out is learning the academic way of thinking. Reading rhetorically and writing in a formal and academic manner are terms that, until now, were entirely foreign to me. At the high school level, many students are not exposed to these processes. Plain and simple, they just don’t experience this type of thinking and learning. This in turn causes an almost fight and flight response on the student’s part. Many students that struggle through these concepts give themselves the opportunity to stand or fall on their own accord, while

University of Maryland University College has the mission of “improving the lives of adult learners” (UMUC, 2016). In the Undergraduate School, the writing program

This paper will discuss andragogy and pedagogy, learning. How they work, how they’re compared to each other. How andragogy and pedagogy learning approach is different when teaching adult and children.

Andragogy emphasizes that adult learners need to know the purpose for learning something and that the facilitator must be involved in boosting the awareness level of the learners by offering them actual or simulated experiences in which “learners discover for themselves the gaps between where they are now and where they want to be” (Knowles, Holton, & Swanson, 2011, p. 63). This fits well with the constructivist view that posits teachers as facilitators of learning, rather than transmitters of data, who present the learner experiences that bring to light inconsistencies

Generally this journal article talks about the principles of adult learning theory and how these principles affect current and future training strategies. Through this journal article reading, I agree to state that this journal makes a good detail explanation on the points about the application of adult learning theory in the Human Resource Management context. It further discusses more on the training process which are needs assessment/analysis, motivation, reinforcement, retention, transference and lastly evaluation. These processes should be examined and adequately apply to any Human Resource management training and development context in order to effectively integrate adult learning theory.

In the pedagogical mode of education, the function of the teacher is to ‘to teach, ‘with the teacher taking full responsibility for the group. The learner tends to have the passive role of following the instruction of the teacher. In contrast, andragogy teaching practice regards the learning-teaching relations as the responsibility of both the learners and the teacher. In andragogy, the role of the teacher’s is redefined as that of a supply person, a practical technician, a promoter rather than an instructor (Knowles 1984). The teacher or instructor applying the principles of Andragogy would focus on facilitating learning, rather than teaching (Brookfield,

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).