Essay On Online Training Opportunities

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.

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

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)

I have several expectations for the course. In addition to learning additional information about human development, I plan to further explore learning across various stages of adulthood. From my experience, the learning experience of people in early adulthood can be very different from the experiences of people in middle adulthood. Often people in early adulthood are using an educational program to prepare for or explore a new career. People in middle adulthood may be enrolled in an adult education course to fine-tune their skills. They may have recently lost their job

Dr. Lewis has presented extensively at regional and national conferences her research on faculty development, curriculum redesign and facilitating programs for adult learners. Her ongoing higher education research focus is on using technology to deliver educational programs in a theoretically sound matter. Part of her teaching philosophy places emphasis on engaging students in the learning process to broaden their learning experience and academic

The content of this paper will focus on the themes of the assigned chapter readings for Week 1 which are 1) Learning in Adulthood: A Comprehensive Guide, Chapter 1, and 2) Understanding and Facilitation Adult Learning: A Comprehensive Approach Chapter 1 and 3. This paper will also incorporate the supportive learning resources (media video and instructors notes) and will outline relevant connections gleaned from their viewing and reading.

First, all four faculty members agreed that an electronic media-rich toolkit is needed. All four faculty agreed that information related to adult learning theories was important to include in the toolkit and that the theory is relevant and applicable to the learners that are in the MSN program. Three out of the four faculty felt that including information related to student’s sense of community should be included. One faculty member commented that a sense of community is big in the literature and is important

The concept of training when it comes to adult learning has a very prominent link to how employees train new hires of the millennial generation. The meeting solidified how important it is for to stay up to date on the best ways for adults to learn at the level of training.

Knowles, M. S., Holten III, E. F., & Swanson, R. A. (2015). The Adult Learner: the definitive classic in adult education and human resource development. New York:

This paper will present the steps of developing an online professional development course titled, Individualized Learning with a Personal Learning Network. Designing any course, including an online course, involves several steps and issues that need to be considered and addressed. This paper will present a course overview that states the purpose of the course, a weekly overview, and learning objectives. Design and learner issues will also be addressed. The plans for student-content, student-student, and student-instructor will also be stated. Assessment techniques will additionally be discussed.

Adult learner engagement should be at the forefront of any teaching philosophy, with this in mind, we have designed a new orientation program that will set the tone for autonomy and validation of prior learning and experience. In analyzing our first year orientation delivery, we discovered that we are missing many key components as discussed in FCP 601. In order to meet the information gathered from our FCP course, we have redesigned our year one orientation with international and domestic students in mind. Merriam and Bierema (2014) suggest, “adults want to know why they need to learn something and how what they learn will apply to their immediate situation.” Updating our orientation process is pivotal in setting the tone for the program,

Recently, more technology enhanced options for professional development have become available for employees. One example of technology- enhanced professional development is distance learning for degrees. Taking classes online has become more popular because of an employee’s busy schedule. Many employees do not have the time to take traditional college courses because of the travel time and their already heavy workload (Mather, M.A., 2000, p. 20). Taking classes online allows employees to fit the classes they need to take into their schedule. It also allows them to save valuable time by being able to take the class from their own home, thus cutting the commute time needed to get to a traditional class. Also, online classes are self-paced so

As the last week of the Adult Studies Introduction course draws to a close, I am left with a sense of accomplishment, confidence and, a wealth of new discoveries. This course has not only helped ease my fears about pursuing my degree online but has provided me with the support I needed to make the journey a success. According to the report prepared in 2007 for the U.S.Department of Labor, Employment and Training Administration, Office of Policy Development and Research by Jobs for the Future, it stated:

According to Knowles (1973), self-actualization is the goal of adult education. Knowles would champion the term and use of andragogy for adults. Post-secondary higher education for adult learners is a need that can be addressed by broadening accessibility and through the use group learning. Eventually, this objective is met in 1976 by the University of Phoenix by focusing on addressing an appropriate pedagogical learning approach called collaborative; which is “viewed as a pillar of adult education” (Harasim, 2012, p. 128).

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: