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Adult Learning Theories And Analysis

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When it comes to perspectives on adult learning, the common belief among authors is that all styles of learning are the same ones that are applicable to early childhood learning. Researchers believe that the only difference is the learning environment in which the learning style is used. Most of adult learning is in a place that facilitates many different training activities. The expectation from trainers and instructors is to include the different learning styles, meanwhile providing the required delivery skills, experience in design, and the ability to apply the different learning theories in different learning settings (Meyer, 2003).

According to Malcolm Knowles a pioneer in the field of adult learning, adults have specific requirements …show more content…

Action learning is considered as the approach to developing individuals by working on an actual assignment or project in order to learn. Those participating are divided into small teams to work on the assignment, and learn throughout the process. An instructor works closely with the teams to aid them in simultaneously working and learning. This type of learning has its advantages, including group formation, diversity and inclusion within the group that aids in the learning process, and the use of group dynamics. (Merriam & Bierema, 2013). The disadvantages, however, include the occasional conflict within the group dynamics, difficulty in maintaining consistency within the different groups, and the struggle of keeping a balance between completing tasks and learning from them along the way. (Merriam & Bierema, 2013) In experiential learning, the focus is on the learner, and the assumption is that experience is what best educates an individual. In other words, this method encourages learning by doing, therefore the student is hands-on with the material provided, rather than just speaking or reflecting on it. Some advantages are that it is developed through experience that is acquired in a person’s daily life. Moreover, it is a holistic approach, and assumes that learning is most effective when a person is intrinsically motivated (Merriam,

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1622 Words | 7 Pages

This hands on approach fosters dynamic and an interactive education, which aligns with my learning style. In my undergraduate studies, I had the opportunity to participate in a seminar style course focused on small group discussions and analysis of current research papers. During this, we were able to analyze the research, discuss potential obstacles, and propose future directions for the research to move in. I valued this interactive environment with the emphasis on active participation and discussion based learning. This focus on real world situations and problem solving will prepare me to tackle challenges throughout my career with poise and

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332 Words | 2 Pages

So the The focus of my education will be to utilize theories on adult learning and methods of long-term retention within the context of their preferred communication and learning styles. Much like the University of Minnesota utilizes voice-over PowerPoints and reading assignments to engage multiple senses and provide a framework for learning, I will provide various sources of content and structure according to cognitive and constructionist learning theories (10x10 with University). I will package my content in modules spread over several weeks, like the 10x10 program, in order to give the students time to fully absorb the information and begin to apply it to their work. Leading into the classes I will provide them with a big picture overview and open a discussion on the importance of learning this material in order to increase buy-in and engagement. I believe that by using cognitive and constructionist theories to maximize LTM as well as theories on adult learning and the Shannon-Weaver communication model, I can deliver exceptional informatics education to my

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1577 Words | 7 Pages

I also incorporate practices based on the needs of the adult learner including the use of evidence-based techniques; engaged learning activities; and multiple methods of assessment. Overall, I establish clear expectations, high standards, and provide ongoing feedback as a means to facilitate the success of preservice teachers which is consistent with the BWU mission to provide a “rigorous academic program… within a challenging, supportive environment” and specifically the College of Education vision to “to provide a rigorous, relevant and transformative experience for every student.”

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155 Words | 1 Pages

Dr. Jane Vella devoted her life to creating and developing the Dialogue Education ™ approach to adult education. Dr. Vella received her understanding on the adult learning principles from her more than 50 years experience as an educator in many countries in Africa, Asia and the Americas. She used the principle Dialogue Education in her doctoral research at the University of Massachusetts and wrote several popular books on this subject. She founded Global Learning Partners (GLP) to develop a network of practitioners of Dialogue Education approach (Core Group 2012). The Learning to Listen, Learning to Teach book is written about principles and practical steps of the Dialogue Education approach.

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577 Words | 3 Pages

Dr. Jane Vella devoted her life to creating and developing the Dialogue Education ™ approach to adult education. Dr. Vella received her understanding on the adult learning principles from her more than 50 years experience as an educator in many countries in Africa, Asia and the Americas. She also used the principle of Dialogue Education in her doctoral research at the University of Massachusetts and wrote several popular books on this subject. She founded Global Learning Partners (GLP) to develop a network of practitioners of Dialogue Education approach (Core Group 2012). The Learning to Listen, Learning to Teach book is written about principles and practical steps of Dialogue Education approach.

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435 Words | 2 Pages

Based on this idea of learning, each student's experience with learning is unique and

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711 Words | 3 Pages

The End of World War 2 and the Impact on the world ¨This is not the end. It is not even the beginning. It is not even the beginning of the end. But it is perhaps, the end of the beginning.¨ Winston Churchill, November 10, 1942. The Quote said by Winston Churchill is a final speech of WW2.

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In the realm of adult learning, the pursuit of knowledge, growth, and development is a lifelong journey. As individuals navigate their professional and personal lives, they often seek guidance, support, and opportunities for collaboration to enhance their learning experiences. These practices, although distinct in their approaches, share common elements that contribute to the development and growth of adult learners. This paper aims to explore the interconnections between mentoring, coaching, and collaboration and their application to adult learning. By examining how these practices complement and reinforce one another, we can gain insights into how they can be effectively integrated to create a dynamic and empowering learning environment.

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577 Words | 3 Pages

They have a drive to succeed and appear motivated and eager to learn. Understanding how adult learners function is imperative for the instructor to understand so that learning activities can be molded to fit their learning styles. Providing education that blends well with their unique learning needs can help students succeed. Rico, Beal, and Davies (2010) discuss different learning styles and suggest that “accelerated students want faculty to deliver knowledge using many different methodologies”. Professor Robertson demonstrated using different teaching techniques for her students as well.

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Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.

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299 Words | 2 Pages

Most adults came argue that they may not have been formally taught as a teacher or educator but they have been instructed by their employer to lead a seminar, training, coaching, and teaching of some skills. Mine interpretation of this chapter is that of what programs for adults should look like. The education and training

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762 Words | 4 Pages

In the twenty-first century, it is now common practice to use digital tools as an effective strategy to engage the adult learner. The adult learner, making up a large segment of the student population, includes a mix of generations with different backgrounds, preferences, values, and characteristics to learn. With the increase of technology, the number of adult learners attending higher learning institutions on-line is increasing daily. Students having the accessibility to different digital technology anytime is one effective strategy for student engagement. Jagannathan and Blair (2013) note that “student engagement is generally viewed as the degree to which a student feels involved or connected in a variety of educationally related activities”

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1541 Words | 7 Pages

They are accustomed to or maybe still indoctrinated to the pedagogical style of teaching and they are not yet ready to shift from this notion. In some cases the learner may not yet classify themselves as an adult in the educational setting. From reflection on some of these classes I can see that the types of facilities where Adult Education courses occur are still classroom or school based in structure. This is a small thing, but even changing the physical environment of a classroom can have a huge effect in promoting change in this mind-set. Some texts will define an adult as someone who is: Has achieved the self-concept of being responsible for their own life (Schwartz, Andrew, 2009,

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814 Words | 4 Pages

The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.

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759 Words | 4 Pages

The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.

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