The Three Models Of The Adult Learning Theory Of Learning

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

Are people too stubborn and independent to learn once they become adults? The Adult Learning Theory focuses on the difference between how adults learn and how children learn. There are three main central ideas that support the Adult Learning Theory. These ideas or theories are known as andragogy, self-directed learning, and transformational learning. Andragogy is the teaching of adults, self-directed learning is the individual controlling their learning, and transformational learning is the individual learning from life 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 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.

ADULT LEARNING THEORY 3 significant mentors in his life—Eduard Lindeman. By reading Lindeman’s Meaning of Adult Education, he obtained a profound understanding of adult education, which later became his source of inspiration and concepts. Major Works In 1943, Knowles was recruited into the Navy, and began to read extensively in the field of adult education, which contributed to his final decision to undertake a master’s program at the University of Chicago (Smith, 2002). His adviser at the University of Chicago was Cyril O. Houle, who had been a role model in rigorous learning for Knowles. Carl Rogers, “the founder of 'client-centered' or 'non-directive' therapy” (Smith, 2004, para. 1), and Arthur Shedlin, an associate of Rogers, had also exerted a great influence on Knowles—he began to consider learning as an exciting incident. In 1949, Knowles gained his Master’s degree and published his first book Informal Adult Education, which was also his master thesis (Smith, 2002). In 1951, he became “executive director of the newly formed Adult Education Association. ” and also “attended a couple of summer sessions of the National Training Laboratories in 1952 and 1954” (Smith, 2002, para. 7). The founders of the labs—Kenneth Benne, Leland Bradford, Ronald Lippett and Kurt Lewin—consequently impacted Malcolm and his wife, Hulda, who co-authored books on leadership (1955) and

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.

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.

Jarvis, P., Alfred, D., Cross-Durrant, A., Elsey, B., Smith, W. A., Brookfield, S., Parker, S., Griffith, W. S., Thomoas, A. M., Kaswworm, C. E., Watkins, K. E., Cervero, R., Crane, J. M., Peters, J. M., Griffin, C., & Leixester, M. (2001). ‘Malcolm Knowles’ in Twentieth century thinkers in adult and continuing education (2nd ed.). London: Kogan Page.

Donovan Plumb and Michael Walton, following Hebermas theory, they argue that adult learning requires three humankind theories that we can never neglect, and they are technical, humanist and critical. They argue that those three theories should

Learning is the process of gaining knowledge or skills through study, experience or teaching. It is a process that depends on experience and leads to long-term changes in the possible behaviour of an individual in a given situation, in order to achieve a goal.

Adult Learning Theory: A learning theory developed by Malcolm Knowles which considers concepts of adult learning based on the needs and experiences of the learner (Knowles, 1990).

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:

Merriam, S. B., Caffarella, R., & Buamgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

“Adult learning is the formal, non-formal and informal learning activities that are undertaken by adults later after their initial education and training. It facilitates acquisition of new skills and knowledge at adulthood” American Association for Adult and Continuing Education (2000) .

The adult learning process is complicated to explain because one definition cannot truly encompass all the different ways and reasons people are continuing to learn after mandatory schooling. Jack Mezirow came up with a concept known as transformative learning to describe the adult learning process (Merriam, et al., 2014). Transformative learning is defined as making meaning out of one’s experiences (Merriam, et al., 2014). Creating meaning for our experiences allows adults to learn once reflection has occurred. Many stages are involved in the process, but reflection is the one that helps change the experiences into knowledge, new skills, or a change in attitude (Merriam, et al., 2014). Experiential learning also follows the reflection process, as the learner practices and reflects on mistakes or good outcomes, knowledge is gained (Merriam, et al., 2014). Motivational learning and self-directed learning can also relate to transformative learning because there is a drive or desire to accomplish a goal for the individual, which Mezirow theorizes is an essential part of transformative learning (Merriam, et al., 2014). Individual transformation is a precursor for learning to extend to societal change or influence on others learning (Merriam, et al., 2014).