...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an edition published in 2001 while stating that “what we might conclude about adult learning today will most likely be out of date by the time this volume is a year old” (Merriam, 2008, p. 94).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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...Summary of Peer-Reviewed 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...
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... 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 described...
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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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...Learning Environment in Constructivist Classroom Kulamani sahoo & Anita Behera M.phil scholar Ravenshaw university,Cuttack Email: klmnsahoo@gmail.com/ anitabehera44@gmail.com Phone.no-9853555132 In this paper the author had described about the constructivist classroom and how it differs from the traditional classroom. Knowledge is not attained but constructed. This statement is a new challenge in the present classroom. Construction of understanding is a core element in the highly complex process of teaching and learning underpinned by constructivist teaching. Constructivism is the latest buzzword among the teaching community across the world and National curriculum framework (2005) has shown the direction to nit in Indian classroom situation. Constructivism basically a theory based on observation and scientific study about how people learn .the basic idea about constructivism is that the learner must construct knowledge; the teacher cannot supply it. In the constructivist classroom the teacher must encourage students to use active techniques ,e.g. experiments, real world, problem solving , to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. In constructivist classroom focus shifts from the teacher to the students. In constructivist classroom learning is interactive; teachers have dialogue with students. Knowledge is dynamic and changing with experience in constructivist classroom. Students...
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...Constructivism (learning theory) Constructivism is a theory to explain how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences. It has its roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created in order to adapt to the world. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.[1] Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Constructivists • John Dewey (1859–1952) • Maria Montessori (1870–1952) • Władysław Strzemiński (1893–1952) • Lev Vygotsky (1896–1934) • Jean Piaget (1896–1980) • George Kelly (1905–1967) • Heinz von Foerster (1911–2002) • Ernst von Glasersfeld (1917–2010) • Paul Watzlawick (1921–2007) • Edgar Morin (1921–) • Humberto Maturana (1928–) • Laszlo Garai (1935–) • David A. Kolb (1939–) Historical and Theoretical Roots According to Kliebard,[2] John Dewey created an active intellectual learning environment in his laboratory school during the early 20th century. Neuroscience now supports this form of active learning as the way people naturally...
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...There is no single explanation or all-encompassing theory that 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...
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...With the rapid move to more online provision of off-campus study, traditional print-based materials are being converted into more multimodal, interactive, technology-mediated e-learning formats. Multimedia enhancements in these environments include, for example, video and audio elements, recorded lecture presentations, interactive audio-enhanced diagrams and simulations, interactive quizzes and graphics. Multimedia can be used to represent the content knowledge in ways that mesh with different learning styles that may appeal to different modal preferences (Birch & Sankey, 2008; Moreno & Mayer, 2007). 2. At the same time, non-traditional learners have grown in prominence and are today a significant consideration when coming to design learning environments. This has caused a significant blurring of the boundaries in relation to how learning resources have traditionally been supplied to students, as against how they should now be supplied (Bradwell 2009). 3. “It is undoubtedly the case that a particular student will sometimes benefit from having a particular kind of course content presented in one way verses another (Pashler, McDaniel, Rohrer & Bjork, 2008. P. 116). 4. The increasing use of multimedia in teaching has provided many opportunities to present multiple representations of content (text, video, audio, images, interactive elements) to cater more effectively to the different learning styles and modal preferences of an increasingly diverse student body...
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...Oxford Centre for Staff and Learning Development OCSLD Learning and Teaching Briefing Papers Series Theories of learning There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how your students learn and also how you teach in educational programmes. It is interesting to think about your own particular way of learning and to recognise that everyone does not learn the way you do. Burns (1995, p 99) ‘conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Sensory stimulation theory Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses — touch, smell and taste — account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through...
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...be successful are related to week ones readings, Swinburne Online (2015), Learning and Communicating Online, Future Work Skills 2020 (Institute for the Future, 2011). With many changes relating to the expand of computerised systems and the increasing use of technology, it will be beneficial for me to develop and apply the following skills. Sense Making will help me to provide meaning to my experiences and relate this to my current tasks. Having a broad knowledge in this area will enable me to relate to different situations and deal with matters in a professional and advising manner. Social Intelligence will provide the confidence of my recipients, along with trust in difficult situations. Cross-Cultural Competency will be beneficial enabling me to operate in whichever environment I am placed. Strong communicational skills will need to be demonstrated to connect with a wide range of people and build relationships to work effectively together. Design Mindset will enable me not to focus on the problem, however, to focus on the solution and what action will be required in certain situations. Virtual Collaboration will need to be demonstrated enabling me to work productively and demonstrate my team leadership skills. Learning online is different because it is not the traditional face to face communication. Online communication requires more focus and discipline than the traditional classroom learning. Developing a time management strategy, making the most of online discussions...
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...Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35. Retrieved from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/220222981?accountid=12085. Over the years of teaching there have been many different theories on how to best educate children. The theory of constructivism is not a relatively new theory but it is starting to become very influential in the field of education. In the theory of constructivism there are many different ideas and no real set belief but the general idea of constructivism is that children learn from the interactions and experiences that they have every day in the classroom. They construct learning by experiencing learning in a hands-on setting. It is the belief that students learn through experience instead of a teacher transmitting the information to them. To have a classroom that is based on a constructivist theory of learning takes effort on the part of the teacher and might be different than other classrooms that we have seen. In a constructivist classroom the emphasis is on the students and on their learning experiences. One of the strengths of this article is that it explains in great detail what a constructivist classroom looks like and how we as teachers can contribute to creating this kind of classroom for our students. It explains how Ms. Blake has created a constructivist classroom. Her classroom is centered on her students and their experiences in learning. With the...
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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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...Sandra J. Mitchell Trident University International MAE 524 – Adult Development and Learning Module 1 – Case Dr. Jerusalem Howard Fall 2013 Andragogy Andragogy was a concept first introduced by Alexander Kapp in 1833 to describe how adults learn as opposed to children (infed.org). It however did not gain much appreciation and it was not until around the 1950’s when the term came to surface again. Andragogy was actually a study done in Europe in the 1950’s that was researching on how adults learned. The current and recognized definition of andragogy “the art and science of helping adults learn” was coined by an American theorist of adult education Malcolm Knowles in the 1970’s (Queensland 2010). Knowles recognized that adults learned differently and brought unique characteristics to the learning environment, what he referred to as “adult learning principles” (Queensland). They are as follows: * Adults are internally motivated and self-directed * Adults bring life experiences and knowledge to learning experiences * Adults are goal oriented * Adults are relevancy oriented * Adults are practical * Adult learner like to be respected With these principles in mind, one can see that adult learners require a different approach when it comes to learning. When adults return to school, it is usually because they are looking to advance their career, learn a new skill or just to learn something new. With jobs getting harder and harder to find, many look...
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...things and reflecting on those experiences. It is a learning theory that emphazises problem solving and understanding using athentic tasks, experiences, settings and assesments. The first article I read abot described how constructivism is a process both for the instructor and the student. The goals for the instructor are to adapt the curriculum to address the students suppositions. Help negotiate goals and objectives with learners and pose problems of emerging relevance to students. Emphasize hands on,real world experiences and also seek and value students point of view. In return the student will develop his/her own goals and assessments and create new understandings to control learning based on reflections. The student will collaborate among fellow students, learn in a social experience and take ownership and voice of the learning process. Constructivism can help students pursue personal interests and purposes. They build on his/her prior knowledge and experience and develop life long learning skills. The second article I read was written by Prof. George E. Hein for the CECA conference. I the article professor Hein gave his thoughts about the constructivism learning theory and how it applied to museums and the need of people. "He defines constructivism as the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind." (Hein 1991). He explains...
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...our students are learning?” The constructivism theory of learning changes the way we answer this question. No longer is getting the “right” answer the sole determining factor of whether a student has learned a particular lesson. In this theory learners create and drive their own learning. The role of the teacher is vastly changed as the teacher becomes an instigator of learning instead of the leader. Background The constructivist view on learning has greatly changed the way theorist think about a person’s learning process. For hundreds of years the thought of how one “processes” learning was the focus on all research regarding how a person functions during learning. The constructivist view changes all previous thoughts on learning while maintaining some compatibility with other thoughts. It is a theory with more than one perspective which gives it multiple view points while maintaining the main focus on the learner. There are many theorists who have contributed towards the constructivist theory. Two of the primary theorists, Jean Piaget and Lev Vygotsky had different contributions to this theory. Piaget’s theory of cognitive development provides some basis for understanding the stages a learner developmentally goes through. His theory essentially sets the basis for the importance of understanding at what levels students function in order for a student to fully benefit from learning- an important concept for educators to realize. Piaget’s theory of education states...
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