Adult Learning Theories

Adult Learning Theories

 -Prakash Mani Ghimire

Learning is a dynamic process that is shifted as learner's age, time, and immense development of technology. The ways of learning of adult learners are not similar to that of younger ones. Similarly time, which is always changing, also plays important role in learning. In the early twentieth century learning was taken as habit formation. After sometimes later Piaget and Vygotsky contributed on cognitive science and they developed the notion of creativity of human mind. Similarly, at the end of twentieth century Gardner introduced MI theory and stated that there is no only one type of intelligence in human beings. Another important aspect, technology, also shifted the learning from traditional face-to-face and bookish way to modern online/virtual learning. The technology has made learning easier and economy too. The learners now can get every knowledge by making proper use of technology. Use of technology brought various changes in teaching learning activities.

Adult Learning and Technology

Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new form of knowledge, skills, attitudes, or values (Wikipedia). Adult learning is obviously different from the learning of children. Traditional principles and approaches may not work properly in the case of adult learning.

Nowadays learning is globally available at any time and in any place. Online and mobile learning tools are increasing access to opportunities for post secondary adult education (Stein et.al, 2010). The developments in technology have made it easier to get access in learning programmes. In the past, in traditional settings, adult learning programmes were a few in numbers but with the developments in technology, various organizations are providing adult education programmes from various places.

Adult teaching and learning in the digital age is moving away from passive acquiring of factual information towards a more active application of knowledge. (Kidd and Keengwe, 2010). In today's world, learning occurs for adults in various setting. Various universities are providing formal education for adults. Various informal education programmes are also in practice. Technology made the time and place easier so the adult learning is expanding.

Online, virtual, web-based or computer facilitated education has opened doors to intellectual inclusion for adults who are often excluded from participating in formal education, professional development and training programme (Carrier, 2010). Although there are some factors to be considered, learning has become easier for adults with the development of technology.

Adult learning in the age of technology is easy but the technology must be suitable and it must be easy for learners to use. The teacher should behave the adult learners in the same way as he wishes others' behave towards him. Adults try to connect  their learning to their experience so the materials should be selected appropriately.

Learning in Adults

Adults learning theories explain how learning takes place in adults.  As there are various learning theories no single theory can explain how adults learn. Some of the major theories and terminologies of adult learning are discussed here.

Andragogy

In attempting to document differences between the ways adult and children learn, Malcolm Knowles (1990) popularized the concept of andragogy (the art and science of helping adults learn), contrasting it with pedagogy (the art and science of teaching children) (TEAL Sheet No. 11, 2011). So, andragogy is one of the learning theories which focus on learning of adults. It states adults learning styles and provides instructors a clear vision. Following Carrier (2010), andragogy builds an assumption that adult learner routinely create meaning by combining coursework and life experience with practicum.

The andragogical approach is characterized by a set of assumptions that the adult teacher has about the adult learner:

·        Adults need to know why they need to learn something before commencing their learning.

·        Adults have a psychological need to be treated by others as capable of self-direction.

·        Adults have accumulated experiences and these can be a rich resource for learning.

·        In children, readiness to learn is a function of biological development and academic pressure. In adults, readiness to learn is a function of the need to perform social roles.

·        Children have a (conditioned) subject-centered orientation to learning, whereas adults have a problem-centered orientation to learning.

·        For adults the more potent motivators are internal.

(Knowles, 1989: 83–4, cited from Tennant, 2006)

In this way adult learning is totally different from children. A greater consideration is needed for successful adult learning programme. Following Tennant (2006), there are the well known elements of 'andragogical process' such as climate setting and involving learners in mutual planning, diagnosis of needs, formulation of objectives, designing of learning plans and mutual evaluation.

Self- Directed Learning

Self directed learning is one of those foundation concepts in the literature on adult and lifelong learning (Tennant, 2006). It is one of the special feature which we may lack in child learning. Self directed learning develops learners autonomy.  In self directed learning learners plan and manage their own learning.

Following Knowles (as cited in Tennant 2006), self directed learner possesses the following skills:

·        the ability to develop and be in touch with curiosities (to engage in divergent thinking);

·        the ability to formulate questions . . . that are answerable through inquiry (to engage in convergent or inductive–deductive reasoning);

·        the ability to identify the data required to answer the various kinds of questions;

·        the ability to locate the most relevant and reliable sources of data;

·        the ability to select and use the most efficient means for collecting the required data from the appropriate sources;

·        the ability to organize, analyze and evaluate the data so as to get valid answers;

·        the ability to generalize, apply and communicate the answers to the questions raised.

Transformative Learning

Transformative learning is described as learning that changes the way individual think about themselves and their world, and that involves a shift of consciousness.

Following Mezirow (2000, as cited on TEAL Sheet No. 11, 2011), Transformative learning is a rational process. As individuals reflect on and discuss their assumptions about the world, they often experience a shift in their frame of reference or world view. In this regard, Taylor (2000, as cited in TEAL Sheet No. 11, 2011), suggests that teachers need to be trusting, empathetic, caring, authentic, sincere, and demonstrative of high integrity. They need to provide students with immediate and helpful feedback, employ activities that promote student's autonomy, participation and collaboration.

To sum up, learning in adults takes place differently from a child. An adult is internally motivated. Adult learning is problem centered learning. Adults learn to complete a particular social task. More importantly, adults connect their life experience to learning and get meaning from it.

References:

Carrier, K.K. (2010).Perspectives on the Realities of Virtual Learning: Examining Practice, Commitment and Conduct. Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes. Information Science Reference. New York.

Stein, D.S. et.al. (2010). The Virtual University: Distance Learning Spaces for Adult Leaners. Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes. Information Science Reference. New York.

Kidd, T.T., and Keengwe, J. (2010). Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes. Information Science Reference. New York.

Tennant, M. (2006). Psychology and Adult Learning. Routledge. London And New York.

TEAL(2011) Center Fact Sheet No. 11 : Adult Learning Theories. Teaching Excellence in Adult Literacy.

Wikipedia.