Adult Learning Theory Summary And Analysis

While researching the above academic journal about the learning and teaching skills of adults, I have found the following information enlightening. There are three main groups of students that lead the charge in the growing numbers of adult learners . . . (a) workers that have lost their jobs . . . (b) veterans returning from Afghanistan and Iraq . . . (c) adults who have just completed their GED . . . (GED classes 2009) I have found numerable accounts of different skills and how adults perceive them, the difficulties that they are faced with when returning to a collegiate education. Organizational Development (OD) practitioners coined the term Andragogy

This means to recognize the needs and features of this distinct learning

They are self –directed, take responsibility for their own actions . . .

B. They have an extensive depth of experience . . .

C. They are ready to learn . . . they are likely to engage in the learning process.

D. They are task motivated . . . the primary component of their motivational drive tends to be internal. The adult learner is also likely to desire a greater sense of cooperation between the student and teacher as they proceed through the educational process (Zmeyov, 1998) Returning veterans may bring additional skills . . . higher level of maturity. . . different understanding of world affairs (Byman, 2007)

Adult Learning Strategy and Theory

There are metacognitive frameworks that identify how people structure their own learning theories. These are;

A. Tacit theory- adult learners acquire their metacognitive skills from peers, teachers and the local culture . . . these skills are deeply ingrained into conceptual framework . . .

B. Informal theory- this develops in a workplace environment . . . this is recognized by their peers as a sign of wisdom.

C. Formal- is rare and only found within the higher realms of academic expertise . .