The Educational Contributions Of Adult Education

This paper is about adult learning theories. The learning theory andragogy was discussed in detail. Also, the author talked about how people structure their own learning theories. What typical views and reports for adult learning were conversed there were also views and discussions from the view of adult learner. Article stated the pressure and concerns of students who go back to school as an adult years later in comparison to going straight out of high school.

Qualitative research reflects different ways that researcher’s collect data and explore all of the information through literature review. Participant’s that are reviewing is often observed for analysis while “the role of the researcher focuses as the primary data collection instrument necessitates the identification of personal values, assumptions and biases at the outset of the study; Qualitative researchers ask at least one central question” (Creswell, 2014, which can be explored in several contexts with further questions. According to the text Research Design (2014) “the researcher’s role is typically involved in a

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

Qualitative method is using open-ended questioning, non-statistical research techniques, or value-based observations. In this research, three main methodologies are adopted as focus group, distributing questionnaires and conducting personal interviews simultaneously. Methods are all appropriate and contributed to a comprehensive research. The reason is that aim of this research is to acquire an in-depth understanding of

S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles’ formulation

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

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elseveir.

It is common for adults to continue learning after completing secondary education. Whether it is work related, self-improvement, or newfound interest in a particular area, continuation of learning and education are common experience for most adults. There are courses and training facilities widely available for adults, however is not immediately apparent how the educational experience can best be organized and delivered to the adult learner. Adult learning has been described as a separate entity to the tradition

Life is so busy these days that sometimes we don’t stop to think how we got to this point or realize some of those key factors that played a role. I think it is fair to say that most people take a lot of things for granted but when you pause and analyze life’s events it can be an eye opener and really get you thinking about how certain career decisions have created a pathway for your career and at life-space. Gets a little scary when you think back on how one or two decisions could have really swayed your career. I think we can all think back to an event in our adult development

ABSTRACT In this qualitative research study, we sought to better understand the experiences of adult learners in adult education centers. We conducted eight focus groups with 104 adult education students from 25 adult learning centers. Five groups were made up of English-speaking ABE students; learners in the three ESL groups spoke Spanish. We used an iterative content analysis method. Strategic Analysis of Representations Approach (SARA), to explore data gathered from the tocus groups. Six themes emerged:

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)

Researchers who uses qualitative study for addressing a problem they are interested in are most often confronted with enormous background knowledge they could use to make their research more successful. (Flick, 2007)

The evidence of Qualitative Data Collection assignment provided an evaluation of evidence-based decision making to create new practices that is based on data collection gained from questionnaires, observations, and interviews that will validated the creation of new practices. Questionnaires for the interview process was used to generate data about the change process and about intervention. The information gleaned from the interview process and observation process will be used to tell the story of action research that can be utilized to bring about the change process. The data gathered from these sources will provide an evaluation that can be used to bring about the change process that will allow new practices to be created that pertains to adult learning.

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:

When utilizing a qualitative approach, the task becomes one of determining the qualitative method to be used. Additionally, Stake (2010) used purpose, research design, and methodical data techniques as a way of classifying types of qualitative research. Similarly, Cresswell & Cresswell (2007) spoke of five practices of qualitative research. These five practices consist of biography, phenomenological study, grounded theory study, ethnography, and case study. This researcher chose a phenomenological study for this research project.