ADULT LEARNING
& THEORY
ADULT LEARNING
Overview:
The field of adult education encompasses various forms, purposes, and providers, each contributing uniquely to lifelong learning and skill development. Understanding the typologies of adult education is essential for anyone involved in adult learning and training, as it clarifies how education can be tailored to meet diverse needs in multiple contexts, thereby enhancing both personal growth and organizational effectiveness.
Forms of Adult Education:
Adult education can be categorized into formal, nonformal, informal, and online/eLearning. Formal education is highly structured and institutionalized, often marked by bureaucratic processes and recognized qualifications like diplomas or certificates. Nonformal education, on the other hand, occurs outside the formal education system. It is usually short-term, voluntary, and community-based, provided by local organizations such as museums, libraries, or religious institutions. Informal education happens through everyday life experiences and is often unplanned, encompassing self-directed, incidental, and tacit learning. Additionally, online and eLearning methods intersect with all these forms, providing flexible learning options for individuals or groups, often through digital platforms.
VIDEO: Types of Education (6:37)
(GregU, 2019)
​Purpose of Adult Education:
The purpose of adult education spans several areas. Liberal education aims to deepen understanding through the humanities, enhancing cultural and intellectual awareness. Occupational education focuses on skill-building for the workforce, addressing both immediate and long-term employment needs. Self-help learning, driven by curiosity or personal interests, promotes recreational or practical knowledge beyond the workplace. Compensatory education provides foundational learning for adults needing basic or secondary education. Finally, scholastic education supports advanced study, such as graduate programs in adult education, fostering expertise for professional roles.
Providers of Adult Education:
Adult education is provided by a wide range of institutions. Independent organizations, like the Highlander Center for Research and Education, offer specialized programs. Traditional educational institutions, including public schools and postsecondary institutions, play a significant role in formal and nonformal education. Quasi-educational organizations, such as museums and libraries, support informal and cultural learning. Noneducational entities, including businesses, the military, and correctional facilities, also offer training and development, often for specific skill sets or roles.
Importance for Adult Learning and Professional Development:
Grasping these typologies is crucial for designing effective adult education and training programs. By understanding the forms, purposes, and providers, I can develop targeted learning opportunities that align with the needs of diverse adult learners, whether they seek career advancement, personal growth, or foundational skills. This knowledge enhances my ability to create meaningful educational experiences that adapt to the complexities of adult learning, such as varying motivations, responsibilities, and life stages.
Value as a Future Leader in Adult Education and Training:
With this comprehensive understanding, I am well-positioned to lead a company's adult education and training initiatives. My expertise in adult learning theory and practice equips me to implement tailored programs that not only improve employee skills but also foster a culture of continuous learning. By integrating formal, nonformal, informal, and online learning opportunities, I can build a holistic training framework that meets organizational goals and addresses the evolving needs of the workforce. This approach not only drives productivity but also supports employee satisfaction and retention, making me a valuable asset for any organization committed to workforce development.
ADDITIONAL RESOURCES & REFERENCES
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Merriam, S.B., & Baumgartner, L.M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
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Mogador, E. (2020, December 3). Types of education: Formal, non-formal, informal education [Video]. YouTube. https://www.youtube.com/watch?v=IhD5uVlGHmM
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Rocco, Smith, Mizzi, Merriweather & Hawley (Eds.). (2020). Handbook of adult and continuing education. Sage Publishing.
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Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E. (2017). Foundations of adult and continuing education. Jossey-Bass.
ADULT LEARNING THEORY
Overview:
Adult learning theories offer frameworks for understanding how adults learn differently from children. Here are several prominent adult learning theories, along with the key individuals who developed them and their core principles.
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These adult learning theories emphasize various aspects of the learning process such as self-direction, experience, reflection, social interaction, and transformation. Each theory offers insights into how adults learn and what factors best facilitate adult learning in different contexts.
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Here's a list of a few key adult learning theories:
VIDEO: Adult Learning Theory (2:21)
(GregU, 2019)
ADDITIONAL RESOURCES & REFERENCES
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GreggU. (2019, July 20). Adult learning theory [Video]. YouTube. https://www.youtube.com/watch?v=J11ZSFNFwFk&t=50s
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Merriam, S.B., & Baumgartner, L.M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
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Rocco, Smith, Mizzi, Merriweather & Hawley (Eds.). (2020). Handbook of adult and continuing education. Sage Publishing.
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Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E. (2017). Foundations of adult and continuing education. Jossey-Bass.
ANDRAGOGY
Overview:
Andragogy, or adult learning theory, recognizes that adults learn differently from children, necessitating distinct teaching methods and strategies. It highlights that adults are self-directed learners who bring a wealth of experience to the learning process, are internally motivated, and prefer learning that is practical, relevant, and applicable to their personal and professional lives.
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Principles of Andragogy:
Coined by Malcolm Knowles, the term Andragogy is central to adult education and training. Knowles also developed six key principles of adult learning, which provide a valuable framework for designing effective and engaging learning experiences tailored to adults.
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Integrating these principles into adult education ensures that programs are learner-centered, practical, and aligned with the unique motivations and needs of adult learners, ultimately leading to more impactful learning outcomes.
(Instructional Design Australia, n.d.)
ADDITIONAL RESOURCES & REFERENCES
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Binder, M. (2024, August 14). Adult learning theory: What it is and how to apply it. Thinkific. Retrieved November 17, 2024, from https://www.thinkific.com/blog/adult-learning-theory/
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Instructional Design Australia. (n.d.). Andragogy: Adult learning theory. Retrieved November 17, 2024, from https://instructionaldesign.com.au/andragogy-adult-learning-theory/
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Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
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Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass
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Merriam, S.B., & Baumgartner, L.M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
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Rocco, Smith, Mizzi, Merriweather & Hawley (Eds.). (2020). Handbook of adult and continuing education. Sage Publishing.
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Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E. (2017). Foundations of adult and continuing education. Jossey-Bass.
EXPERIENTIAL LEARNING
Overview:
Experiential Learning (EL), as conceptualized by educational theorist David Kolb, involves learning through direct experience, where learners engage in hands-on activities that allow them to apply new skills and knowledge in real-world or simulated environments. This approach encourages active participation, problem-solving, and reflection, fostering deeper understanding and skill mastery.
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Relevance to Adult Learning:
Experiential learning is particularly effective for adult learners, as it connects theory to practical, real-life applications. According to Kolb’s Experiential Learning Cycle, adults learn best when they can engage in four key stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. By applying learned concepts to real-world scenarios, learners gain a better understanding, make mistakes, and learn from those experiences. This method resonates with adults because it highlights the immediate relevance of the learning to their personal and professional lives.
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Tool Use:
This tool outlines experiential learning activities and techniques based on Kolb's framework, guiding facilitators in the development of hands-on, engaging learning experiences. It helps facilitators design activities that promote problem-solving, teamwork, and reflection, allowing learners to directly apply concepts and deepen their understanding through experience.
(University of Missouri Extension, n.d.)
Use in Manufacturing Facilitation:
Experiential learning is essential in manufacturing facilitation, where learners must develop and apply hands-on skills. This tool can be used to create scenarios in which learners operate machinery, troubleshoot equipment, or participate in simulations that reflect real manufacturing tasks. By engaging in these practical activities, learners can build confidence and mastery over the skills required in their field, linking theoretical concepts to everyday tasks in the workplace.
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Praxis and Reflective Practice:
Kolb's experiential learning emphasizes reflection as a crucial component. After each experiential learning activity, facilitators should encourage learners to reflect on their experiences, what they learned, and how they can improve. This reflection helps solidify learning and leads to better retention and skill application. Facilitators, too, should engage in reflective practice, assessing the effectiveness of the activities and refining them based on learner feedback and outcomes. By continuously improving the experiential learning process, facilitators can ensure that learners gain the maximum benefit from their hands-on experiences.
ADDITIONAL RESOURCES & REFERENCES
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Ash, S.L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(2009), 25-48.
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Bannerman, N.R. (2012). Facilitating powerful learning experiences: Experiential learning, the experiential learning cycle and “how tos” for facilitators. https://www.ryanbannerman.com/
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Dewey, J. (1938). Experience & education. Touchstone.
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Kolb, D. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.
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Kolb, A. & Kolb, D. (2009). The learning way: Metacognitive aspects of experiential learning. Simulation & Gaming, 40, 297-327.
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Kolb, A. & Kolb, D. (2017). Experiential learning theory as a guide for experiential educators in higher education. ELTHE: A Journal for Engaged Educators, 1(1), 7-44.
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Kolb, A. & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8-14.
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Merriam, S.B., & Baumgartner, L.M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
-
Rocco, Smith, Mizzi, Merriweather & Hawley (Eds.). (2020). Handbook of adult and continuing education. Sage Publishing.
-
Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E. (2017). Foundations of adult and continuing education. Jossey-Bass.
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University of Missouri Extension. (n.d.). Experiential learning model [Image]. Retrieved November 17, 2024, from https://extension.missouri.edu/media/wysiwyg/Extensiondata/Pro/4h/Docs/Resources/experiential-learning-model.pdf
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Verwijs, C. (2018, August 24). Create shared understanding with 'What, So What, Now What'. The Liberators. https://medium.com/the-liberators/create-shared-understanding-with-what-so-what-now-what-6dda51d5bcf9