Reflection On Adult Learning

Engaged learning, within a highly supportive environment, enables our students to develop strong communication skills, excel within collaborative settings, effectively address complex problems with innovative solutions, and lead with integrity and compassion throughout their lives and careers in a diverse and rapidly changing world.

In order to integrate effective learning a few key theories and models provide concepts that are applicable to adult learning. One example is the Communication for Persuasion Theory that provides a 12-step process in which people process information. (Glanz #10). For the sake of time, the key steps to consider for this purpose are: finding the material personally relevant, applying to relevant situations and receiving positive reinforcement. Understanding the steps are interdependent, the rest are already customary such as being exposed, understanding and accepting new information. A rethinking of these steps to expound on the primary targets would prove

The overreaching goal of engagement during the instructional process is to achieve learning (J.J Keller & Associates, n.d.). Learning is the process by which a new skillset or information is acquired through review, practical exercise, and experience to name a few producing understanding or skillfulness (Merriam-Webster, n.d.). In an effort to facilitate learning during engagement of the adult learner, considerations should be applied and adjusted if needed to the presentation of the material which contributes to optimal learning. Optimal learning for the adult provides for engagement and allows retention of knowledge to transpire which is impacted by the training approach of the instructor (Kelly, 2006). The instructor’s teaching

What is learning – learning is a process in which we gain knowledge through study Mackenzie (1960). We acquire information, skills and by making mistakes throughout our lives, it is important to understand how we evaluate and process this information that counts.

This article discussed many aspects of adult learners and provided strategies for instructors to improve learning in adult learners. They stated repeatedly that learning experiences are a major factor in adult education. It can help intrinsically motivate adult learners to retain more information in order to improve their knowledge. In the article they also discussed how it is important to allow adult learners to take ownership of their learning while allowing the instructor to facilitate activities that are more hands on. Adult learners tend to learn better when they are actively involved in the learning process and are able to make meaningful connections between the new material and their old experiences.

In the classroom, when you keep students actively engaged it helps students process and retain information. For example, using the think* pair* share activity is a great way to keep students engaged in the lessons. The information that I learned is when you keep students actively engaged it leads to deeper thinking and problem solving. My belief is when you use different teaching styles this helps to keep students involved. I learned about the concept that students respond differently to activities. I will apply the knowledge by keeping my students engaged with classroom activities.

Each instructional component, whether delivered online or in the classroom should contribute directly to a specific learning outcome. Learners are quick to recognize when an activity has value and are likely to skim or even skip through components that do not offer a return on the time invested in completing the activity.

Sharan Merriam's article, "Adult learning theory for the twenty-first century" essentially functions as a summary of the updates of a book regarding learning for adults. The author provides an overview of some of the key distinctions between this updated volume and that of previous volumes, which allows her to elucidate some of the latest trends to influence this field. Chief among these ideas is the importance of context to the facilitation of learning. Context can be either literal or figurative, and involve either a physical location or social and culture factors (Merriam, 2008, p. 95). The emphasis on context has helped to shift the learning experience away from the individual and to connect it with a more communal, holistic approach. This is particularly true of the other principle idea discussed within this article, that learning in general and adult education in particular is actually a multi-dimensional process that can involve, but is not limited to, varying aspects of spirituality, physicality, and narration (Merriam, 2008, p. 93). The author's premise is that the involvement of these non-traditional aspects of learning allow for a greater propensity to internalize and incorporate additional knowledge into their lives.

They can also help motivate student’s desire to learn by being engaged with both the content and students themselves.

As people mature, people accumulate a vast knowledge of experience that becomes an increasing resource for learning.

Adult learning principles describe how people learn differently and how training modalities, or training activities, should reflect these differences. Some people learn best by observing or listening, while others learn more effectively by reading and other visual media. Most people retain more information when they are actively involved in the process of learning, instead of passively sitting and absorbing the information.

5. B. Students can learn new computer programs much faster when they are allowed to participate and make progress through trial and error.

Using the learners’ L1, learners are more likely to engage in the learning process. The interactive learner-centered approach – recommended by all educationalists – thrives in an environment where learners are sufficiently proficient in the language of instruction. It allows learners to make suggestions, ask questions, answer questions and create and communicate new knowledge with enthusiasm. It gives learners confidence and helps to affirm their cultural identity. Now, when

Learning, though seems to be an uncomplicated topic, it has a deep subject to go through. Firstly, what is learning? Learning is simply defined as the process of acquiring, enhancing, or modifying one’s prevailing skills, knowledge, behavior, etc. Perceptional, emotional, and environmental influences play an active role in the process of learning. The information that is acquired, processed, and retained during learning is described by Learning Theory. Simply, learning theory describes how the people learn.

This literature review will look at the educational contributions in adult education, compares qualitative research to quantitative research, describes the "war" between supporters of each kind of research, describes how to review qualitative research, and give details on how to choose and use qualitative techniques. The history, strengths and weakness of using qualitative research in adult education will also be covered in this literature review.