Humanistic Theories Of Adult Learning Research

Adult learners have been deemed different than their younger counterparts and extensive research has studied and complied different theories on how adults learn. The following paper will identify and describe several adult learning theories and give examples on how they associate with supervisors.

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

As companies continue to try to come up with a plan for remaining profitable, some are overlooking one of their best opportunities due to their short sightedness and obsession for short term gain. It is the very asset which most firms claim is their most important and the one which provides them their competitive advantage. It is also, in some companies, the asset which is most mistreated and neglected as it is the most costly. It is the company’s employees. I don’t know of any company which would not state that employees and their knowledge of the company, its products and services, processes,

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

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 theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

“Education is that terrain where power and politics are given fundamental expression, since it is where meaning, desire, language. and values engage and respond to the deeper beliefs about every nature of what it means to be human, to dream, and to name and struggle for a particular future and way of life” (Freire, 1985). Education gives people the opportunity to take part in a reflective process and find solutions to existing societal problems. Over the course program, I have developed a deeper understanding of adult education and literacy specifically among the underserved population. My perceptions of adult literacy have changed from merely engaging learners with the text to a deeper understanding of what it means to be a literate adult. Why a focus on adult literacy and education?

This paper provides a review of a qualitative study published in the Journal of Adult Education authored by Rae Casey, Assistant Professor of Organizational Leadership at George Fox University, Newberg, OR, and Michael Kroth, Associate Professor of Leadership and Counseling at the University of Idaho, Boise. The article focuses on the lived experiences of eight educators who teach online classes and how they develop presence in those classes.

The National Commission on Adult Literacy (2008) states that “High quality instruction is essential to foster student retention and produce successful outcomes”, yet, adult programs, like many low-poverty school districts, encounter difficulties obtaining high quality teachers (p. 13). My opportunity to work in this class at Woods Mill made it clear to me how important high quality instruction is to all types of students from pre-school up through adult programs. In the short time I spent at Woods Mill Adult Education Center I had a chance to see two styles of pedagogy; one which taught me more about what to do as a teacher, and one which taught me more about what not to do. For this paper I will review one of those two

Chapter five states the individual learning enhancing. It also list categories on how group work helps the individual. Chapter six states the twelve basic principles and practices for effective adult learning. it also about immediacy, which is a tool from the learning needs and resources assessment.

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

The adult learning theory suggests that adults learn differently than children. According to Nursing: A concept-based (2015), the differences in which adults and children differ are by self-concept, experience, readiness to learn, and time perspective (p. 2502). Before this theory, it was thought that adults and children could be taught by the same learning style. After research, it is shown that adults have a differently way of thinking, which leads them to be taught different in order for them to learn compared to the way children learn. There are several reasons as to why the adult learning theory suggests adults learn different from children. By adulthood, Nursing: A concept-based (2015) suggest that “adults already have accumulated life experiences that can enhance their current learning” (p. 2502).

This paper will discuss the five different types of traditional learning theories that apply to the adult education settings. It will highlight the locus of learning and the orientation to learning based upon the characteristics of behaviorist, humanist, cognitivist, social learning and constructivist dimensions of teaching. There will be a presentation discussing the orientation or orientations that is suited for the type of educator my teaching project in learning.

When first deciding how to move forward with the Reflection Paper, I specifically went back to the basics: Sight-read and define; moreover, a brief analysis of the terms, before attempting to read the chapter. This is how the title, Social + Context = Themes of Adult Learning. was generated. Social. Immediately the vision of, people and friendly came to mind; Context -The first thing that came to mind was, meaning and situation; Themes - ideas and thought; Adult Learning; confident, smart, astute, disabilities, fear, money, average and below average. Furthermore, after the completion of reading Chapter One, it was safe to say; "I was on the right track." Therefore, ready to proceed adequately, however, overwhelmed by the personal question