Different Perspectives About Adult Learning

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.

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 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 theory proposes that learners are responsible for their own learning and must be self-directed.

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 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.

I enjoy this class and it was a pleasure having you as my instructor. This class have help me to have a better understanding of the concept of being an adult learner. I could use this class in the future once I get to work with juveniles and explain them all the theories and concepts involved in the process of being an adult learner. I could use this class if I ever become a trainer to help other adults to have a better understanding on how our attitude and personality can impact others.

The author has made some clear and precise statements concerning the education of adults. Nevertheless, there exists no particular description or all-inclusive principle that clarifies how adults learn. The mature learning procedure is difficult, context bound, and extremely delicate. As a consequence, there is no sole system of education that conforms to all grownups. Preferably, the poetry of the past era has created a fusion of replicas, sets of assumptions and ethics, hypotheses, and descriptions that make up the full-grown book learning foundation. Nevertheless, instructors are aware of this database, their actual practices and ready to react to the demands of pupils. This statistic sheet analyses three key principles and converses their

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

This love of learning inspires me to inspire others to love learning. In my career as a technical trainer, adjunct faculty, technology consultant, and academic program manager I have relied on my inherit love of education and teaching to steer me in the right direction. As an Adult Learner myself, I know too well the challenges higher education places on non-traditional students. I believe my personal experience with higher education both as a student and former employee in the higher education environment helps to shape my teaching philosophy and teaching style.

The chosen learner is Jake’s mother, Jennifer. Her cognitive developmental level, according to Piaget, is formal operations (Hemmelgarn, 2011). Accordingly, she has most likely advanced from using logical reasoning with concrete examples (concrete operations) to abstract thinking. The impact this might have on her learning is that she should be encouraged to be self-directed and autonomous as she educates herself about her son’s diabetes. A review of the information obtained can e reviewed and expanded upon with the educator. At this developmental stage, she is internally motivated and may rely on previous experiences (Bastable, 2014). In conversations, the educator should inquire as to her thoughts and feelings and offer guidance as needed. It will be important for the educator to give Jennifer direction and support as she begins this process of learning about her son’s disease.

There are different theories that have been applied to understand and help adults learn more effectively. Andragogy and experiential learning are being discussed individually in this paper to capture the essence of each theory in being practiced and applied. Once an understanding is obtained, I will then evaluate and try to apply these theories to my own life to help get the most out of the time I have and college and the rest of my life.

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: