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Adult Learning Theories by Knowles
Adult learning theory advantages and disadvantages
Adult Learning Theories by Knowles
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What learning theory do you see as the foundation for this course? Support your response with literature and with examples.
Our online education for professionals seems to be based on the adult learning theories especially for the educators to practice effectively to accomplish the needs of the learners whom they are deal with. Adult learners are self motivated and experiences play as great resources for them as well the peer group in sharing knowledge and problems ( Billings, & Halstead, 2017.The curriculum preparation for adult learning is constructed in such a way to enhance individual learning through effective strategies. In the loud-cloud system of GCU commonly build on adult learners to involve in critical analysis to strengthen
Feist, G. J., & Rosenberg, E. L. (2012). Learning. In Psychology: Perspectives & connections (2nd ed., p. 310). New York, NY: McGraw-Hill Higher Education.
[According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3)
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Andragogy popularised by Malcolm Knowles in the 1980’s is the concept that he described as the “the art and science of helping adults learn” (Knowles, 1980), he helped the theory of learning to focus on the learners experience, whilst failing to analyse the nature of that experience (Jarvis, 2010). Knowles theories differentiated between adult and child learning and explored the idea that andragogy was different to pedagogy in five main ways. The adult learner needs to be more responsible for the learning and that it should be self-directed. They also have a wealth of knowledge and life experience to draw on to inform their learning. A readiness to learn, a thirst for knowledge as they have made the choice to learn in their area. Adult learners tend to be more problem centred learners and less likely to be subject focused, Adults are motivated to learn. (Jarvis, 2010).
Many students, including myself are entering college for the first time in our lives. They experience things alien to them and have to deal with an exorbitant amount of anxiety and stress. A major stressor that stands out is learning the academic way of thinking. Reading rhetorically and writing in a formal and academic manner are terms that, until now, were entirely foreign to me. At the high school level, many students are not exposed to these processes. Plain and simple, they just don’t experience this type of thinking and learning. This in turn causes an almost fight and flight response on the student’s part. Many students that struggle through these concepts give themselves the opportunity to stand or fall on their own accord, while others shut down and leave their education in the hands of chance. Students who experience this form of struggle are usually faced with the fear of asking for help.
This readiness to learn is a direct result of life experiences. Fourth, there is a change in time perspective as people mature from future application of knowledge to immediacy of application (Merriam et al., 2007). Thus, an adult is more problem centered than subject centered in learning. Lastly, adults are motivated to learn by internal factors rather than external ones (Merriam et al.,...
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
In the video "Adult Learning Principals", six principals, developed by Malcolm Knowles, are discussed that separate an adult learner from a child learner. Adults are autonomous meaning they are self-directed. Taking online courses has proven to be a self-directed learner environment. I have found online courses to be more difficult because professors expect adults to balance their time and put forth a great amount of effort since the course was chosen rather than forced. According to Pappas (2013), adults feel the need to take responsibility for their lives and decisions and this is why it’s important for them to have contro...
McCarthy, M. 2010. Experiential Learning Theory-From Theory to Practice. Orland. Available from http://www.gimi.us/CLUTE_INSTITUTE/ORLANDO_2010/Article%20111.pdf [Accessed 2nd December 2010]
As an adult learner in an online learning environment, a certain amount of readiness skills will be necessary. Various information shall be presented to highlight the advantages and disadvantages of the online learning environment. This paper will identify the difference between the adult online learner and a traditional learner. The purpose of this research paper is to bring together statistics of the functionality of the adult learner within the online environment. The resources
Let’s start with the end in mind – the future. Currently, Adult Learning Theory is in its infancy stage. This emerging theory is on the crawling stage before walking, in terms of developmental research, application, and practice. For the purpose of this report, the terms: adult learners, adult educators, adult education, and adult learning will be used interchangeably. The author will attempt wholeheartedly to align the appropriate term to the specific narrow point of discussion. In this report, Andragogy is defined as the study of adult learners, as oppose to the study of student learning, called Pedagogy. The six core principals of Andragogy include: adult learners need to know, self-concept, experiences, readiness to learn, orientation
The two International Board of Standards for Training, Performance and Instruction (ibstpi) competencies that are most important to my practice of instruction in an adult learning environment are: Provide clarification and feedback and Promote retention of knowledge and skills. These two competencies allow students to codify learning in ways that they can receive feedback and apply new knowledge. For instance, instructors can create a venue to provide context for learners to request feedback on new knowledge application. Instructors may use a myriad of methods/techniques (e.g., case studies, demonstrations, etc.) to promote teacher-student engagement, allowing recommendations to flow smoothly. Students can also provide their own feedback
Online education is a booming trend in the education world. It is something different than the traditional classroom. It is allowing student around the world the opportunity to get an education. Online education allows student to have a more proficient and cheaper way of learning. Having multiple ways to give a student an education allows all learning types to find their own way of learning. Education changes lives but it can be difficult for students to get to a classroom to sit through an hour class 4 times a week, this can be for many different reasons. There are many doubts about online education, but this a new world without borders it is a new opportunity for people from all over the world to get an education.
Online courses soon will prevail over the traditional high school and college education. Online Universities will create classes sponsored by companies. These companies will direct the universities on the materials of the course. The company will then offer those who pass the course a job. This will created a skilled worked specifically for a position in a company. Teachers will take a backseat in these courses. Teachers will offer one-on-one help and help people work collaboratively. These teachers will be more of a guide then a true classroom teacher.