Orientation to Study and Conception of Learning as Design Factors in a Context-driven Adult Learning Experience

2680 Words6 Pages
bulb-icon

Recommended: Essay about culturally responsive teaching

Introduction

The changing global marketplace is bringing in adult learners back to the campus to learn. Now the needs and requirements increases, results many adults engaging themselves in life-long learning. When adult learners are in the higher education environment, there are various elements that influenced adult learning. Those elements are adult learners’ roles and characteristics, the culture in which the learner is immersed in and the innovative technology they encounter (N.A Alias, H.Wahab, H.Jamaludin (2008)) as shown in the diagram below

Source: Alias, N. A., Wahab, H. and Jamaludin, H. (2008) A Context-Driven Approach to Designing the Adult Learning Experience

Adults have had a lifetime of experiences. These make adult learners more heterogenous than younger learners and also provide an additional base of knowledge that can be used in the classroom or technology-based learning experience. Adults want to use what they know and want to be acknowledged for having that knowledge. Adults are independent and have the ability to self direct their own learning. The adults keen to learn if it is directly linked to needs related to fulfilling their roles and coping to life changes (Merriam&Mohamad, 2000).

Thus several needs must be considered when designing the materials. As espoused by the Nebraska Institute for the Study of Adult Literacy [http://literacy.kent.edu/ Nebraska/curric/ttim1/art4.html], designers must consider:

1. The need to structure learning situations in which learners can develop new knowledge that are appropriate for their own future use.

2. The need to support acquisition of knowledge from experience with complex, meaningful problems rather than learning isolated bits of kno...

... middle of paper ...

...ludin, H. (2008). A Context-Driven Approach to Designing the Adult Learning Experience. Understanding Learning-Centered Higher Education. Copenhagen Business School Press.

Lockwood, F. (1998) The Design and Production of ‘Self-Instructional’ Materials. London: Kogan Page.

Merriam , S.& M.Mohamad, (2000). How Cultural Values Shape Learning in Older Adulthood: The Case of Malaysia. Adult Education Quarterly, Vol. 51, No. 1, pp. 45-63.

Morgan, A. (1993). Improving your students’ learning. London: Kogan Page.

Saljo, R. (1979) Learning in the learners perspective: Some common sense conceptions. Reports from The Institute of Education, University of Goteburg, No. 76.

Taylor, E., Gibbs, G. and Morgan, A. (1980). Student Approaches to Studying the Social Science and Technology Open University Institute of Educational Technology, Study Methods. Group Report No. 4, 1980.

Show More
Related

  • The Social and Historical Context of Judith Guest‘s Ordinary People

    1744 Words  | 4 Pages

    Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass

    Read More

  • Adult Students: Recruitment and Retention

    2011 Words  | 5 Pages

    How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners.

    Read More

  • What Is Diabetes Education?

    677 Words  | 2 Pages

    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).

    Read More

  • Adult Learner Retention

    2133 Words  | 5 Pages

    Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This Digest provides an updated look at research on retention in adult education and suggests effective practices for different settings.

    Read More

  • My Education Philosophy

    532 Words  | 2 Pages

    I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.

    Read More

  • Andragogy: Adult Learning Theory

    1327 Words  | 3 Pages

    Brockett, R., & Hiemstra, R. (1991). Self-direction in adult learning. London and New York: Routledge. Retrieved from http://www-distance.syr.edu/sdlindex.html

    Read More

  • Analysis Of Malcolm Knowles's Theory Of Adult Learning

    819 Words  | 2 Pages

    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)

    Read More

  • Adult Education Philosophy : My Philosophy

    817 Words  | 2 Pages

    The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.

    Read More

  • Andragogy vs. Pedagogy

    916 Words  | 2 Pages

    The facilitation of this model allows adult learners to be active and self-directed in their learning.

    Read More

  • Adult Learning Experience

    1034 Words  | 3 Pages

    Analysis: having been through the adult learning experience I have realised the roll of learner and teacher in this approach. An effective teacher can facilitate the development of independence, self confidence, learning satisfaction and help students (the learner) to critical think. This experience has taught me that there are different styles of learning and teaching that I can adopt in my future.

    Read More

  • Andragogy and Pedagogy

    1535 Words  | 4 Pages

    Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...

    Read More

  • Situated Cognition

    1084 Words  | 3 Pages

    In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32).

    Read More

  • Andragogy Reflection Paper

    1791 Words  | 4 Pages

    Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.

    Read More

  • Adult Education

    572 Words  | 2 Pages

    Adult learning does not occur in a vacuum. What one needs or wants to learn, what opportunities are available, the manner in which one learns-all are to a large extent determined by the society in which one lives. Whenever adults are asked about their learning, they most often mention education and training programs sponsored by the workplace, colleges and universities, public schools, and other formal organizations. They first picture classrooms with “students” learning and “teachers” teaching in a highly structured format. Yet when we ask these same adults about what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings. They discuss, for example, remodeling a house, which has involved everything form reading and talking...

    Read More

  • Reflection Of Adult Learning

    1459 Words  | 3 Pages

    As we know, human being keep learning though all their lives, Sometimes I am thinking how we adult learning. In this book, I found them--some related concepts about adult learning and ways to Self-Direct Learning(SDL). Before reading this book. I already knew what is the adult learner is. In China, students who are over 18 years old are the adult in General Principles Of the Civil Law. In some perspectives, University education can be called adult education. It is new for me to learn this knowledge, so I chose the first eight chapters of the textbook.

    Read More

More about Orientation to Study and Conception of Learning as Design Factors in a Context-driven Adult Learning Experience

Open Document