Adult Students Learn Differently Than Children

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

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

Are people too stubborn and independent to learn once they become adults? The Adult Learning Theory focuses on the difference between how adults learn and how children learn. There are three main central ideas that support the Adult Learning Theory. These ideas or theories are known as andragogy, self-directed learning, and transformational learning. Andragogy is the teaching of adults, self-directed learning is the individual controlling their learning, and transformational learning is the individual learning from life experiences.

The elderly population in the community has some areas that they need to overcome to be a successful learner. The limitations of the teaching and learning identified the following barriers.

Andragogy was popularized by Malcom Knowles (1980) and states that adult learning has four basic assumptions about adult learning. The first assumption is that there is a physiological need to self-direct. The second in that adults have experiences that should be used when learning. Third, the readiness of adult learning is influenced by a need to solve problems that are related to real-world situations. The final assumption is that adult performance is centered on wanting immediate application of knowledge. Knowles (1984) added a fifth assumption that adult learning is primarily intrinsically motivated (Glickman, Gordon, & Ross-Gordon, 2010).

ADULT LEARNING THEORY 3 significant mentors in his life—Eduard Lindeman. By reading Lindeman’s Meaning of Adult Education, he obtained a profound understanding of adult education, which later became his source of inspiration and concepts. Major Works In 1943, Knowles was recruited into the Navy, and began to read extensively in the field of adult education, which contributed to his final decision to undertake a master’s program at the University of Chicago (Smith, 2002). His adviser at the University of Chicago was Cyril O. Houle, who had been a role model in rigorous learning for Knowles. Carl Rogers, “the founder of 'client-centered' or 'non-directive' therapy” (Smith, 2004, para. 1), and Arthur Shedlin, an associate of Rogers, had also exerted a great influence on Knowles—he began to consider learning as an exciting incident. In 1949, Knowles gained his Master’s degree and published his first book Informal Adult Education, which was also his master thesis (Smith, 2002). In 1951, he became “executive director of the newly formed Adult Education Association. ” and also “attended a couple of summer sessions of the National Training Laboratories in 1952 and 1954” (Smith, 2002, para. 7). The founders of the labs—Kenneth Benne, Leland Bradford, Ronald Lippett and Kurt Lewin—consequently impacted Malcolm and his wife, Hulda, who co-authored books on leadership (1955) and

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.

S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles’ formulation

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

The potential for learning is active throughout the course of one's lifespan. Academic learning is often associated with adolescence and early adulthood; however, adults are also compelled to "go back to school" to further their education in order to gain more employable skills, change their career path, or to fulfill a personal goal. Although adult learners are just as capable as understanding new information as younger learners, the adult learner typically has more personal obligations that can distract from studying and lower performance in the classroom (Davis, 2012). Adult learners must sharpen their study skills, which includes such tasks as: prioritizing commitments, time management, and engaging in study strategies that promote comprehension. Like all students, regardless of age, learners need to avoid procrastination in order to optimize their amount of study time. Avoiding procrastination, prioritizing, and engaging in effective study strategies are all part of the time management processes that will allow adult learners to better their study skills.

Adult learners use their life experiences and knowledge to make connections which allows adults to have a better understanding of a specific concept. " Adults have lived longer, seen and done more, have the tendency to link their past experiences to anything new and validate new concepts based on prior learning" (Pappas, 2013). As a teacher, I am constantly asking my students to make connections so they can relate to what they are reading or learning about in class. This is a skill. Adult learners have had the time to develop this skill and master it. This is yet another concept children must learn so they can use it in their adult life to effectively learn.

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:

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

Adults and children learn differently. The terms to describe the ways in which each learn are pedagogy and andragogy. In pedagogy, the way children learn, the teacher dictates what the student will learn. In andragogy, the way adults learn, the adult that is learning dictates when and what will be retained. Both are ways to educate and learn. We first learn through pedagogy in school and as adults, we have to make the active choose continue the pursuit of knowledge. We can do that with online education and self-direction instead of sitting in a classroom and being instructed by a teacher. In this age of technology and information, we must move into a learner-based society and move away from relying on teachers to be our main source of education (Bethel University, 2013). In my current job, most of the training is done virtually now or with modules. You have a point of contact to ask questions but there is little to no time spent in a classroom anymore. In the workforce, this is a necessary step for most companies now.

Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge recently gained will help them further their goals. One example, common in the 1990s, was the proliferation of computer training courses in which adults (not children or adolescents), most of whom were office workers, could enroll. These courses would teach basic use of the operating system or specific application software. Because the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers.