Review of Adult Learning Theories
The learning principles in the module are important in addressing the adult education sequence. For instance, Self-directed learning is actively engaging in learning activities on one’s initiative. This concept is important since it emphasizes that adults can take responsibility for their learning and actively engage in activities that will help further their development (Merriam & Baumgartner, 2020).
Independent learning is integral, considering that independent study helps adults to become more self-aware, take the initiative and ownership of their learning, and ultimately become empowered in their learning journey. Experience is another and is defined as the knowledge or skill a person acquires from involvement in a particular activity (Merriam & Baumgartner, 2020). This idea matters as it highlights that learning is a cumulative process and that the knowledge and skills gained from experience are valuable assets that can be used to further one’s development.
Adult development is another important learning aspect that enables adults to acquire the knowledge, skills, and attitudes necessary to become successful, independent adults. The most important concept in this theory is that it involves the development of physical, cognitive, emotional, and social skills and personal values, beliefs, and goals (Merriam & Baumgartner, 2020). This concept is important because it emphasizes that learning is an ongoing process throughout adulthood. Brain/memory/cognitive highlights the physical and mental processes that enable humans to think, remember, and learn. This concept is significant since it emphasizes that learning is not only a cognitive process but also depends on physical skills to maximize learning potential.
Perfect Theory Supporting Adult Learning
Among all adult learning theories, self-regulated learning is one of the best approaches. It sponsors activities such as formulating learning goals, identifying resources for learning, and implementing suitable interventions. I would add meaningful learning as an integral principle in this theory. This strategy would encourage the learner to engage in activities relevant to their study goals to achieve their maximum learning potential.
This proposal for meaningful learning promotes several aspects of adult learning, which include the rationale that adults learn when that knowledge is relevant to their lives and when the learning emphasizes problem-solving (Merriam & Baumgartner, 2020). It enhances experience and practice rather than memorization. Using these facts about adult learning, I would enhance the self-directed learning theory to a perfect principle (Merriam & Baumgartner, 2020). The revised theory would include engaging learners in activities relevant to their lives, interests, and goals. Projects, tasks, and activities should be meaningful, challenging, and tailored to the adult learner’s needs. Therefore, the learning process
- should provide a clear goal or purpose for the learning experience. This could be a specific skill or knowledge set being sought or a broader goal such as personal growth or career development.
- must emphasize experiential learning and active engagement with the material. This could be through activities, discussions, or simulations that help the learner better understand the material.
Underlying Themes and Learning Differences in Adult Education
The underlying themes of adult learning theory are that adults learn differently from children and that their learning should be tailored to their needs. Adults are usually self-directed and need to be given some autonomy and control over their learning (Karge et al., 2011). They also need to be motivated and engaged in the learning process. Furthermore, adults need to be provided with meaningful and relevant learning experiences that apply to their lives and help them achieve their goals.
Adults should be allowed to engage in self-directed learning to explore and discover their interests to make learning the richest experience. The learning should be structured around meaningful activities relevant to their lives, as explored in the transformational learning strategy, showing its relation to self-initiated learning. However, the two principles differ, considering that metacognition sponsors self-learning while transformative is based on transforming problematic frames of reference. Therefore, for adults to achieve the richest experience during learning, they need to be supported and guided by teachers and mentors to help them stay motivated and engaged through risk-taking and experimenting with new ideas to challenge themselves and expand their knowledge (Karge et al., 2011). Such a structure helps promote reflective analysis, which is important in promoting effective learning.
Application of Adult Learning to Teaching Demonstration
My teaching demonstration will apply all elements of adult learning to promote a meaningful andragogy model. For instance, when teaching adults about the best habits to initiate effective learning, the first strategy is the transformative approach that helps them apply all the higher-order thinking skills. It also supports practical application and association with real-life occurrences and enhances lives.
The teaching must be self-directed, meaning that learners must apply the lessons learned about best learning habits alone. The lesson must also be transformative, indicating that it must encourage synthesis to enable the learners to uncover deeper insights about what they have learned. Experience is another integral priority in adult learning since it exposes the students to the practical application of concepts, which supports learning.
References
Karge, B. D., Phillips, K. M., Jessee, T., & McCabe, M. (2011). Effective strategies for engaging adult learners. Journal of College Teaching & Learning (TLC), 8(12), 53-56. Web.
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. John Wiley & Sons.