Adult Learning Explained | Origin: ED208
This is a general discussion forum for the following learning topic:
Adult Learning Theories --> Adult Learning Explained
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I've learned more about what motivates adult learners. In my ongoing work with adult learners, I hope to find ways for them to "[apply] knowledge immediately," and I plan to provide them with "the reason for learning something" (Knowles). I also plan to identify opportunities for adult students to "direct [their] learning process" (Rogers). I will also continue asking students to self-evaluate (Rogers).
Knowles (Father of Adult Learning) and Rogers (known for experimental learning). As an instructor of adults, this module is describing perfectly what I see.
Adult learning and competency based learning / individualized learning are highly associative.
I definitely see this in my students. They want to know why they are being taught certain things and tend to absorb information more readily when we can also have a tangible or hands-on experience at the same time.
Carl Rodgers mentions in this course that students learn by doing and applying their skills.
Carl Rogers and Malcolm Knowles both emphasized learner autonomy in education. Rogers advocated for a person-centered approach, creating a supportive environment for self-directed learning, while Knowles focused on andragogy, highlighting adults' preference for practical, experience-based learning.
I have found that Roger's theory that adult learners need to immediately apply what they're leaning and also understand why they need to learn certain things to be absolutely true. I've experienced this in my on-the-job and periodic training. If I'm not told the "why" I will probably tune it out. If I don't see how I can use it in my job, I will likely tune it out.
I am a big believer in the adult learner wanting to know what is in it for them. I think when an adult learner goes back to school they have an idea of what they will get out of it. I try to always show how information is useful to an individual when I can. Students listen more when they know there is something in it for them
I believe Carl Rogers' approach to student-directed learning in a non-threatening environment is crucial for fostering engagement and independence. In my classroom, I encourage students to take control of their learning through hands-on activities like internships or service learning, where they learn by doing. By using self-evaluation and providing opportunities for direct interaction with real-world experiences, I help students assess their own progress and gain a deeper understanding of the material.
Knowles listed five basic assumptions to describe adult learners: have aided in developing how adult's learner conceptualize content in their learning environment, the relevancy, and application of content. Adult learners don't just want to obtain content, they often ask "why" which can lead to an instructor researching information and providing thorough explanations to lifelong learners. Additionally, Rogers mention of self-directed learning identifies the role andragogy plays in the student directed learning for adult learners.
That teaching adult is completely different than teaching children
Teaching adults you have to mindful that they are expecting to get results from the class for their future.
Comment on Richard Hamill's post: In dealing adult learner working on technical knowledge and skills development new material must be relatable to past experiences and backed with the Brain On- Hands On learning process.
Adult learners are motivated by internal not external factors, typically leaning is to be applied immediately.
According to Knowles, the adult learners hace very particular motivations ans expectations in their studies, so we need to take that in cosideration when teaching adults.
On the other hand, Rogers create focus hin analysis in the student and how he manage it's own learning. Being a great tool also to be consider in our classes
Adult learners like to have a say in what/how they learn.
I learned that adult learning is internally motivated.
This section offered Knowles Andragogy where students have a say in their learning. This perspective is taken one step further with Carl Rodgers in Experiencial Learning. Both of these pioneers support the need for strong participatory engagement in the classroom.
I will keep all these concepts in mind while teaching. Adult students need a little more time and the "why?" Of what we are doing.
