Personal Narrative : The Adult Learning Theory

The learning material should be relevant to their social positions and lifestyle, and because the learning material directly concerns their lives, they would want to be involved in the whole process – from the introduction of information to the outcome. Adult learners zero in to the elements that are of most relevance to their immediate needs and conditions. Those aspects that well give them the necessary knowledge and skill to resolve life-centered or problem-centered learning experiences.

Adult learning is having a clear picture of how adults learn and how this in turn affects the program planning process. Many adults are not sure about what they want to do with their lives after high school. There are many programs that will help you to decided, what you want to do with your life. This is where adult education programs can help you decided on the importance of education. There are three content areas that connects with adult learning and planning education within the adult. Knowles state that the adult learner, learns from their experiences. Experiences is how adults live their everyday lives and make concise

The vast majority of employees seeking upward mobility within the workplace often pursue education as the most effective means of achieving these goals. (Kim and Baker, 2015). The adult student does not receive the same benefits as a traditional student on campus. The adult students apply for financial aid and qualify for student loans. The traditional students qualify for scholarships and grants. The adult student gave that the majority of adult learners are likely employed, their opportunity costs compared to those of a traditional student have substantially different aspects. (Kim and Baker, 2015). Adult learners’ educational pursuits are largely job-related, while conversely, traditional students’ jobs are not related to their field of study. (Kim and Baker,

learning which is very useful in the adult learning process. It is important to help students

"The resource of highest value in adult education is the learner's experience. Therefore all genuine education will keep doing and thinking together"¦experience is the adult earner's living textbook," so said Edward Linderman in his work The Meaning of Adult Education. For generations, education has tended to shy away from experience-based learning in favor of more structured models. However, utilizing experience within the process of education is still a powerful tool for instructors of students of all ages. Adult education students can benefit the most, as they already have a wealth of experiences and resources to bank on in their quest to adopt new learning into what they already knew and experienced. Therefore, it is true that within the context of the adult learner, experience is one of the most crucial learning resources.

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 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 believe that the purpose of adult education programs is to foster the growth of the non-traditional student population. Students who have either been displaced or chosen to return to college for a variety of reasons. It is critical that we, as instructors and administrators, realize that each of these students may learn in a different manner. We must take into account known strategies such as Gardner’s Multiple Intelligences as we design and deliver courses within our chosen fields. I for one am primarily a very kinesthetic learner, and learn

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.

Adult learning is the acquisition of knowledge by adults. Theories on adult learning have been discoursed and analyzed thoroughly by different people, with the aim of trying to define it and optimize it. The two articles I have read describe adult learning, discuss its characteristics and explain various approaches and means of optimization of this subject.

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:

Gadbow believes it is the duty of adult educators to instill a life-long love of learning into their students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present themselves.