Compare Traditional And Adult Learners

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.

Providing renewed hope in the face of adversities and depressing events that may otherwise cause individuals to descend into the negative behavior. Brookfield (2005) addressed the third aspect of adult learning as transformative. Adult learners are exposed to learning in the workplace. Within the workplace, adult workers learn to be critical in analyzing their assumptions regarding the structure business model before reaching a decision that may affect a company’s performance. They view this in conjunction with market realities before arriving at decision that may make or break the company.

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

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

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

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elseveir.

Adult Education is the practice and teaching of adults. The purpose of adult education is to significantly help humankind by properly preparing adults to more effectively, efficaciously, realistically, and wisely line the epochal markers in earthly existence. Lindeman believed it is a broad and grand purpose. Adult education is implemented for a purpose and takes place in a formal, organized setting. The adult learning process can take place in a classroom, the workplace, college or university. There are various reasons why one may choose to become an adult

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 ?

Specifically, adult student persistence is effectively influenced by four pillars of support: (a) the extent to which students are able to manage positive and negative forces, (b) support from a school 's staff for students ' sense of self-efficacy, (c) established realistic and attainable educational goals, and (d) the opportunity to assess progress toward those established goals (Comings, Parrella, & Soricone, 1999). Also important to adult education completion is the nature of interactions among students and staff. In a study of 600 literacy and numeracy students in Scotland, Tett, and Maclachlan (2007) found that learners who networked with other students and who interacted with their teachers had a more robust learning experience and generally demonstrated more positive life changes. Kegan et al. (2001) connected learning content and skills with complex meaning systems that are conceptually grounded in the idea that adults develop their reality and beliefs over time through a socializing process that occurs in and outside the classroom. After studying the developmental changes in 41 learners at three adult learning centers over period of 9-14 months, they concluded that adult learners change in a variety of ways that allow them to consolidate and elaborate their skills, knowledge, perspectives, and beliefs. The positive effect of adult education on learners is established in the literature. Kegan et al.

The goal of adult learning is to advance knowledge and proficiency, and to enhance performance by transferring knowledge directly to work

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

The metaphors to ‘illustrate adults at different learning-skill development’, used by Meggison (1996), have already enabled me to ‘understand people’s current learning skills and help improve them’ (Managing and managing people, p. 275).

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: