...ADULT LEARNING THEORY The author examines two observation of the Adult Learning Theory: "Increased Attention to where learning takes place and its Multidimensional Natures". First, the author discusses "the increase attention to various contexts in which learning takes place," Merriam, Sharon (2008) Adults Learning Theory Twenty-First Century, (p96) using context broadly, ranging from the concrete ("workplace") to the more abstract, as in one's subculture or society as a whole. She states that this increased attention has been the result of a shift from the focus on the individual perspective and how they process the information they receive. Before, most of the research on the "Adult Learning Theory" was relegated to studying the individual; what they heard or receive and how they process the information. Today, more information is put on the external factors that play apart. Secondly, millions of dollars has been invested toward research concerning the multidimensional natures of adult learning. No more is education restricted to one setting, but Universities and Colleges alike has geared their curriculum's toward what will work best and which approach will be more effective. What was taboo decades ago especially for women concerning become adult learners, has now became an open market. The author discusses; "the multidimensional nature of learning and its holistic approach"."Frielier's chapter on learning through the body makes the case that learning is a holistic...
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... Sharon B Merriam wrote, “The more we know about how adults learn the better we are able to structure learning activities that resonate with those adult learns with whom we work.” Opening with behaviorist investigate that adult learning theory in North America has pay attention on the individual learner. A learner receives data and learns how to become more self-reliant. Sharon B Merriam mentions in her report that Hill introduced the Con’vergence movement. It is when learning from environment such as well-liked teaching, fundamental citizenship, and unfavorable use activism. Non-Western Cultures are structure of circumstance that develop our thinking ahead of an individual learner. An adult social surroundings influence how she or he learns. The mind takes in details and information changes it all to wisdom. This could lead to behavior change. The way the brain processes Information from using sensory, emotions, and hands on experience are call neurobiological. Gordon Welty wrote an effective training reader Q & A It is about the work place and how the adult learning theory is used. These theories are base on Eduard Lindeman, Malcolm S. Knowles, Benjamin Bloom, Lorin W. Anderson, David Krathwohl along with a few others who acknowledge the different types of learning. Some theories are recent and some are from the early 1900’s. ...
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...how spirituality influences adult learning. There is often some confusion between "spirituality" and" religion." Generally, spirituality is described as an individuals personal experience with the sacred, that can be experienced anywhere. Religion, on the other hand is often described as an organized community of faith. (Tisdell, 2008). Spirituality has had an important influence on adult education throughout history. There are four primary ways spirituality influences adult learning. The first way states that many adult learning professors have had a career in ministry, at some point (Tisdell, 2008). The second way states that recent writers have discussed the influence of spirituality and soul in how it affects learning on an individual level (Dirkx, 1997, 2001; English and Gillen, 2000; Hunt, 2001). The third influence would be learning in the workplace, here authors focus on how it influences how they think or act in a professional environment or in working for the common good as a leader or educator (Bolman and Deal, 1995; Daloz, Keen, Keen, and Parks, 1994; Conger, 1994; English, Fenwick, and Parsons, 2003; Fox, 1995). Finally we see a strong influence of spirituality present in those educating for social justice in myriad adult education settings (Clover, Follen, and Hall, 1998; Dillard, 2006; English, 2005; Tisdell, 2003; Tolliver and Tisdell, 2006). Much of the learning from these types of spiritual experiences, especially from spiral learning, resulted in further spiritual...
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...Summary Adult Learning Theories were developed to understand and influence the way adults learn and how they are taught to learn. There are many factors that affect adults in their daily lives that differ from children and these factors can impact them in various ways. In the articles summarized below there are many explanations of how the adult learning theories are utilized to improve the learning experience. In Adult Learning Theory Applications to Non-Traditional College Students (Kenner;Weinerman, 88), adults between the ages of 25-50 are described to have their own unique categories being divided into three: 1. Layoffs post recession 2. Veterans of Middle East wars. New GED completions. Adult learners have less traditional factors such as larger work load, dependents and financially independent. Many of them are part time students (Lane, 2004). Sharaw and Mushman set forth three different methods that adults create their own learning theories. These methods or” Frameworks” are tacit theory, informal theory, and formal theory. These basically explain how adults absorb their knowledge and apply it. (Guzzetti, Snyder, Glass, Gamas, 1993). The biggest hurdle in adult learning is the transition back into the academic world. Knowles addressed framing as an ingenious way to cradle a student back into learning but giving them motivation through the vision of rewards. In the article Adult Learning for the Twenty First Century (Merriam, 2008), the adult learning theory is...
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...Adult Learning Rachel Wheeler Harrison College HRM3400 Ms. Coulter 05/17/2015 Learning has no age limit (Conner, 2014). When distinguishing adult learners from children, there are important differences that should be taken into account when developing training. When developing training for the adult learner, several factor will need to be taking into consideration. One of them are how adults learn. The following will summarize key points to consider when developing a training program. A training program will need to demonstrate why it is important to learn the material (Lieb, 2014). Stephen Lieb listed six reasons of motivation for adults (Lieb, 2014). The six reasons are: Social relationships, External expectations, Social welfare, Personal advancement, Escape/stimulation, and Cognitive interest (Lieb, 2014). In the workplace, employees may be motivated by personal advancement if it is made clear how the training will benefit their career (Lieb, 2014). Adult learners have experienced positive and negative outcomes in life because of this adult learners may be sensitive to criticism. When planning a training program, it will be important for the trainer to be careful with how feedback is worded (Goodland, 2014). The trainer will need to be respectful of the sensitivity of adult learners (Lieb, 2014). Also, the trainer need to establish how to positively reinforce continued learning (Lieb, 2014). Adult learners come with knowledge and life experiences...
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...April 25, 2013 INFT 101- D92 LUO Summary Adult learning Theory is some times referred to as Andragogy. This theory is based on characteristics on how adults learn. The three steps related to adult learning are experience, critical reflection and development. Research conducted on adult learning theory helps to understand how adults learn better and activities can be developed to enhance their learning skills. Adult learning theory is a self-directed learning based on the assumption that education should focus on the development of the adult learner (Merriam, 2008). It enables the adult learner to become more in control and free. Today’s Army is composed of Soldiers who have chosen to serve voluntary to achieve various goals in life (Wilson & Smith, 2012). Soldiers may pursue education to get promoted to the next rank or to be able to get a job when they transition to Civilian life (Wilson & Smith, 2012). Recent studies conducted show the unemployment rate among veterans higher than non-veteran unemployment rates. Many Soldiers transition out with no intention to go to college although that was their intention when they joined the Military. Academic counselor have resolved that adult learning theory as a part of life mission is important in advising Soldiers make career based decisions (Wilson & Smith, 2012). Advisors use developmental academic advising, intrusive academic advising and prescriptive academic advising when they have...
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...RUNNING HEAD: SERVICE LEARNING AND ADULTS Service Learning and Adult Education Jonathan M. Woodward The University of Southern Mississippi Continuing and Community Education, HE 717 Saturday, November 8, 2008 Service Learning and Adult Education Introduction One of the primary goals of the American educational system is to produce productive and active citizens. However, the connection between community involvement and educational institutions is not always nurtured. An innovative new approach in education aims to address this disconnect, service learning. Many times there is a distinction between academic course work and community service. Service learning is a pervasive new tactic that is meant to enhance the academic curriculum, as opposed to just being a second thought or unnecessary addition to coursework. Some research has even revealed that service learning participation has more benefits for students than taking part in traditional volunteer community service (Vogelgesang and Astin, 2000). The focus of one study written by M. Cecil Smith, “Does Service Learning Promote Adult Development? Theoretical Perspectives and Directions for Research,” focused on the effects of service learning as it relates to older adult learners. Smith quickly pointed out that very little research has been done on service learning that involves adult learners. In fact, adults are quite often the recipients of service learning as opposed to participants. Literature Review ...
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...Adult Learning Theories Barbara Todd February 20, 2013 INFT101 Module 6 Summary Adult Learning Theories look at how life experiences of adults can affect their learning positively and negatively. Research shows that adults process information differently because of their life experience and a need for job skills. This research allows educators to guide adults through the learning process in a non-traditional manner. Both articles look at how adults learn new information and how professors can assist them in their learning process. According to Kenner and Weinerman, the adult student who is going back to school after being in the workforce needs to expand their skills. Adult students may have life experiences that regulate how they learn which may be insufficient for the demand of the scholastic atmosphere because our skills and experiences may hinder how we retain the information. This information will help teachers develop ways for adult students to fit into college life (Kenner and Weinerman, 2011). Merriam’s research focuses on how the adult student’s learning process is different today than 12 years ago, because more emphasis is placed on the history and sociology. Adult background and cultural is now considered an important element in comprehending adult students. The knowledge gained in a person’s job helps them react to the standards set and the setting that learning takes place in. Realizing how adults gain knowledge broadens the comprehension for how...
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...Adult Learning Theory June 18, 2013 Summary This paper will explore developments in Adult Learning Theory from two different perspectives. First, in Sharan Merriam’s article, she discusses changes in current adult learning theory thought and how this impacts the future of learning environments for adults (Merriam, 2008). Then, Sandlin, Wright, & Clark present an argument on adult learning theory as viewed from a societal or cultural perspective with the world as the classroom as opposed to brick and mortar buildings (Sandlin, Wright, & Clark, 2011). Finally, the authors’ conclusions will be compared to discover if there is a common ground where the authors meet. Sharan Merriam is a well-known, published professor in the field of adult learning. In the first part of her article she outlines three major developments in adult learning theory. Merriam states, “The only constant across three updates is … transformational learning” (Merriam, 2008, p. 93). One major development is an expansion of thought into the complexity of adult learning. Another is the context in which learning takes place is growing in importance. Lastly, adult learning is not merely a cognitive process. “Adult learning is a multi-dimensional phenomenon…” (Merriam, 2008, p. 94). Transformational learning requires the student to be able to reflect and analyze one’s own thoughts as well as, the thoughts of others. This is crucial for adult learning to be successful (Merriam, 2008). Sandlin...
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...explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators...
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...related to students who are presently involved in any type of formal education, reveals that the numbers of adults in the search for education is rapidly rising. Statistics also show the reasons that drive adults to enroll in adult education as well as the advantage and or disadvantage they possess over a younger person. To develop a more adequate adult learning system, the federal and the states governments, have united efforts to come up with satisfactory methods of approaching adult educational environment, which would aid education institutions and teachers to develop styles to support adults to reach their educational goals. In an attempt to explain the reasons an adult seeks to achieve a higher cultural level, the essayist is going to summarize the perception from different scholars. Follow by the author’s personal experience in the field and seal the writing with the writer’s personal reflection on the discussed theme. The technological advances from the present digital era have engendered the need for highly trained laborers. Presently, jobs for unskilled workers are scarce, while trained labors have a considerable demand. This phenomenon triggered the individual interest on adults to seek for a better education. Besides the highly competitive rate from the contemporary operational forces, there are other peripheral compels, such as parenthood that urge the adult population to hunt for a better education, (Dorch, B.; 2012.) Durch explains, that by “September 2009, BMO...
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...Articles Adult learning theory is fully discussed and explained in the articles; “Adult Learning Theory: Applications to Non-Traditional College Students “(Kenner, Weinerman) and “Adult learning styles and on-line educational preference” (McGlone). The articles describe multiple aspects of how an adult learns compared to a child and what life experiences adults bring into their educational environment. Adult learning theory is based on the way to adult learners comprehend and learn as they are older adults and not children. This theory also studies how adults learn when studying online. Newer adult learners bring learning styles and life experiences that provide a more critical foundation. Online learning is now the new basis for adult learners. To understand how adult learning theory works, the teacher must first understand andragogy, which is an advanced field of psychology in which the age of the learner, is studied. An andragogy study is a process-focused approach and was not studied until the 1960s and 1970s. Before that, only pedagogy was studied, which is the way that children learn. Children and adults learn completely different. In recent research, it is shown that adults learn best with a self-paced learning environment, which means instruction from the teacher and all of the guidance done solely by the students. Most adult learners are more eager than traditional students to learn since this is normally their second chance at a good education. Most adult learners...
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...ADULT LEARNING CONCEPTS Brittney Wallop INFT 101-70B LUO February 21, 2013 Summary In today’s world many people believe that adult learning is one of the most debated topics. In this report there will be three centuries of research on adult learning theories. There will also be information about how we as human beings can use games as a means of learning. Some researchers will even argue about how adult learning is a multidimensional phenomenon. Adult learning in many ways will keep several researchers motivated in their studies due to the fact that there are many ways adult learning can be viewed, studied, or compared. The adult learning theory has been researched several times by different researchers to find out what it means. The more we learn about adults and how they perceive information the better it is to create different activities. Throughout the adult learning theory there have been three changes from volume to volume but one thing that has remained constant is the transformational learning (TL). In the first chapters of adult learning theory transformational learning was more or less describing theory, but in the twenty- first century it is based on research. Researchers from the twentieth century believe that adult learning theory was surrounded around individual learner, how that learner processes information, and how learning allows the person to be more empowered and self-sufficient. In the present day “adult learning was understood as cognitive process...
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...Adult Learning Theory SD Liberty University Online INFT 101-B65 March 8, 2013 Summary The two articles on adult learning theory studied were “ALT: Application to Non-Traditional College Students” written by Cari Kenner and Jason Weinerman and “ALT for the Twenty-First Century” by Sharan B. Merriam. Both of these articles point out that having a passion for teaching is the most important thing. In “ALT: Application to Non-Traditional College Students”, the author begins by giving an example of one of the reasons many people take the route of not going to school and go straight into a job that will provide the training they need in order to be successful at it. It also gives one of the many reasons why an adult decides to go back to school. Many people, upon high school graduation lack the resources to continue to go to college and earn a degree (Weinerman & Kenner, 2011). This article focuses on what educators should do to help adult students be successful in completing a college degree. The authors say, “By understanding what makes adult learners different from traditional students, developmental educators can provide specific tools that help adult learners integrate into the college or university environment and increase their chances for success” (Weinerman & Kenner, 2011). The article goes on by talking about four principles that describe adult learners: self-direction, self-identity, ready to learn, and task motivated (Weinerman & Kenner, 2011). The second...
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...Article Summaries on Adult Learning Theories Maurrica Daun Doss Summary With review of two articles related to adult learning theories, there were several similarities and shared information that combined these articles together. It is very clear that there are different views and levels of adult learning theories. Starting from the basic concept of adult learning and fine tuning the theories down to adult students, it is evident that these theories are a major factor in continuing education. The first article on adult learning theories realized that psychological, convictional, and behavioral aspects are significant factors. The author covers these latest updates from an edition published in 2001 while stating that “what we might conclude about adult learning today will most likely be out of date by the time this volume is a year old” (Merriam, 2008, p. 94). The article highlights a few major updates from previous versions. Adult learning theory is being increasingly recognized more and more as multidimensional learning. Environments of adult learners are known factors to how new information is received. Depending on their external influences, translates into factors that cause adults to learn differently. Adults receive information and relate it to their own body, mind, and wellbeing. Keeping adult learners in context can ultimately help with learning styles. Adult learning seemed to be a cognitive process until recently. Using spirituality as a guide to learn...
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