Adult Learning Theory

Author : Gabriel Rise
It goes without saying that nowadays we are all confronted with an environment of continuous change and speedy shifts. Technology has altered the very nature of business and
this had greatly influenced the employment market. Jobs requiring
expertise and technical skills are growing in nearly every sector of
the economy. The continuous change in what employees need to know and
be able to handle suggests that learning, training and education will
occur over the length of a career and, in fact, a lifetime. In light
of this, adults have had to become life-long learners by consistently
challenging themselves to pursue learning opportunities.Thus, a large and growing segment of the education industry more so
for the post graduate courses are made of "non-traditional" students.
These are working adults who are interested in enhancing their job
skills, retooling for new positions and careers, and pursuing other
customized learning experiences. With the changing trend in the
employment market, higher learning institutions are experiencing
increased demand for a larger variety of rapid paced educational
resource options for the adult learning community.However, one of the greatest challenges faced by higher learning
institutions is identifying instructional or delivery methods that
enhance adult learning process. Thus the objective of any higher
learning institutions should be to provide and establish learning
objectives which are attainable by students and to use the appropriate
instructional method in order that these objectives be met. This paper
will explore the opportunities available for working adults to further
their studies and also identify the instructional methods in
delivering lessons.Education helps in the development of the human mind, and it increases
the powers of observations, analysis, integration, understanding,
decision making, and adjustment to new situations. In other words,
education is concerned with increasing one's knowledge and
understanding the total environment. Among the major research areas of
learning are the self-directed learning, critical reflection,
experiential learning and learning to learn.The first, self-directed learning is one that uses past experience as
a resource base for learning, fitting new knowledge into current work
and personal life situations. This brings with it real-life problem-
solving and time-management advantages for the time-conscious student.
The second, known as critical reflection, Brookfield observes
it as the psychological development of an adult. This would relate to
a host of constructs such as embedded logic, dialectical thinking,
working intelligence, reflective judgment, post-formal reasoning and
epistemic cognition which explain how adults come to think
contextually and critically. As for experiential learning introduced
by Liademan, the emphasis is on the experience of the working
adult. Adult education is therefore a continuing process of evaluating
experience, which is central to the concept of andragogy that has
evolved to describe adult education. The fourth; learning to learn, is
about the ability of adults seen in a range of different situations
and through a range of different styles. Both the concepts of
epistemic cognition and reflective judgment were introduced in this
process of learning to learn.The pedagogical model of instruction is the foremost instructional
method used in delivering lessons. This mode of teaching is also known
as the traditional or teacher-directed approach. Knowles,
mentions that pedagogy is derived from the Greek word "paid" meaning
child plus "agogos", meaning leading. Thus, pedagogy has been defined
as the art and science of teaching children. The traditional teaching
in this context is teacher centered instruction in which teachers do
most of the talking and instructing while students do a lot of passive
listening and memorizing. This type of teaching is best characterized
by the phrase; the teacher is the sage on the stage. Teachers define
terms, give directions, explain problems, answer questions, and
otherwise present information to students.In contrast, non-traditional teaching is student centered instruction
in which teachers have a very different role, one best characterized
by the phrase; the teacher is the guide on the side. Knowles,
carried out extensive research into adult education and highlighted
the problems of inappropriate learning for mature age students. He
revived the use of the term "andragogy" and defined it as the "art and
science of helping adult learn". The emphasis in andragogy is that the
teacher takes the role of facilitator rather than teacher, and allows
student to realize his or her own potential. In such an environment,
students do lots of investigating, exploring, solving, discussing and
explaining to their peers and teacher. As a result of researches by
Brookfield and Knowles, adult learning is now strongly identified with
personal growth and social change. This point is particularly relevant
for adult students who return to tertiary education at postgraduate
level to prepare themselves for senior positions within their
professional communities. However the andragogy model asserts that
five issues be considered and addressed in formal learning. They
include: (1) letting learners know why something is important to
learn, (2) showing learners how to direct themselves through
information, and (3) relating the topic to the learners' experiences.
In addition, (4) people will not learn until they are ready and
motivated to learn. Often this (5) requires helping them overcome
inhibitions, behaviors, and beliefs about learning.Adult Learning Pursuits
The traditional educational model was well suited to the industrial
age society where individuals had rigidly defined roles in which
carrying out certain actions under certain circumstances would
generally yield the desired results. However, the information age has
replaced the relative predictability of the industrial age with an
increase of uncertainty that will require greater levels of
flexibility and adaptability in order to survive and thrive. Education
would need to change from being a process of conditioning to one of
empowerment. Learning would need to change from being a homogenous
commodity to a customized experience tailored to the needs and
characteristics of the individual. In this aspect, the executive MBA
(EMBA) which is also known as the non-traditional MBA would appeal to
the working adults who wish to continue their studies. The EMBA
programs are delivered via the non-traditional educational model,
which is related to the andragogy learning concepts. These programs
are also designed specifically for the middle or upper level managers
with some working experience. However, this perception no longer holds
true as more working adults from different executive levels are
enrolling for these MBA programs. The wide acceptance for this is
because of its customer-suited packaged which offers greater
flexibility to better serve the needs of students, particularly the
working adults.Non-traditional Format Prospects
The education industry has been profoundly affected by the emergence
of communication and information technologies which provide
opportunities for learning programs to deliver in ways that better
serve the needs of students, particularly working adults and
non-traditional students. Conventional service patterns are becoming
obsolete as a growing number of education providers use interactive
video, Internet and other distance-learning technologies to reach
students. However, a point to note is that technology does not
determine learning outcomes as it is merely a tool used to support new
ways of delivery; non-traditional systems. It is therefore clearly
seen that the traditional lecture format used in higher learning
institutions has greatly changed with the integration of technology.
In light of modern research and technology, the traditional format use
is limited. The educational literatures do suggest a number of new
educational delivery systems that could be used to improve teaching
methods both in terms of learning outcomes and the efficiency with
which these outcomes are achieved. With the integration of new
educational delivery, the teaching format is transformed to meet the
new competitive trends that are found to be more prevalent in
post-graduate courses.With this brief explanation on the evolution of the education system,
we will look at the advantages as well as the disadvantages faced by
students (with particular attention to working adults) enrolled in
courses that are offered via the non traditional format. Time and
location are the main barriers that hinder working adults' from
continuing their studies. Due to their commitment to work, they are
usually hard-pressed for time. Many of them do not have specific
available time blocks which they can reserve or allocate for their
studies. They also do not want to travel long distance in order to
attend classes. Here, distance learning via the online mode provides
learning opportunities that free students from the constraints of time
and distance while increasing their flexibility in accessing courses.
At the same time, working adults prefer self-paced and self-directed
learning opportunities delivered by these web-based teaching that
meets their needs. On-line or web-based MBA programs also offer the
potential of delivering a personalized learning experience to
individual learners. People have different strengths and weaknesses
and learn in different ways. In a classroom setting, the same
experience is delivered to every student. In a non-traditional
learning environment, a unique learning experience may be presented
based upon individual characteristics and performance. These would
improve their overall level of comprehension and commitment to study.
The non-traditional learning environment such as e-learning, online
and video conferencing is never static, but reflects the dynamism of
the working adult communities. The technology used in the delivery
system provides near-instantaneous access to vast qualities of
information and learning materials at a low cost (Internet charges).
The dialogue of the online classroom stimulates the learning
environment in which students interact with each other to expand their
ideas via electronic forums and communication tools such as learning
group discussions, bulletin boards, Internet relay chat, E-mail, etc. The e-learning module is also a social activity and learners tap the learning network to verbalize their thoughts. The
technological advantages of online classrooms promote active group
learning through technology-mediated dialogues. In addition, the
somewhat impersonal online medium promotes greater student
reflections. According to Cordell, online learning provides;
greater cognitive development, critical thinking skills to challenge
assumptions, exploration to further professional practice, empowerment
of professionals to heighten personal responsibilities towards
creating social change, and discovery of new knowledge. The ability to
meet people, to forge professional networks and personal friendships
around the world is one advantage that simply cannot be found in a
traditional class. Time and distance aside, distance learning students
discover the valuable benefit of online learning which is supported by
a world wide network that far surpass that of the somewhat limited
interpersonal relationships of a traditional face-to-face classroom.Theories of learning that undergrad much of adult and tertiary
education also calls for a different emphasis, one that is more
learner-centered and one that depends on contextualized learning
opportunities. Under the more traditional teaching-learning paradigm,
such goals have not always been easily achieved. The emergence of some
of the new technologies, particularly the Internet and the Worldwide
Web which is actively used in the non-traditional teaching system,
supports the use of these more collaborative contextualized
approaches. Thus, the benefits of the use of non-traditional format in
providing opportunities for working adults to continue their studies
can be summarized as: instantaneous material access; convenience;
improved learning retention; real world application; practicality,
flexibility and learning consistency; timely information for
career-active students; minimal disruption of family and work life
responsibilities; elimination of time and geographical constraints and
increased peer interaction.As with any medium, there are disadvantages. By its nature, distance
education relies heavily on the individual students' ability to manage
and control their personal and situational circumstances to be
successful. In fact, excellent time management skills are mandatory in
online courses as most of the students have a full time job. The
structure of a traditional class is not present in an online class and
sometimes distance learning students fall behind in their work because
there is no requirement to 'attend class'. In distance education, the
learners (especially those using online and web programs) are usually
isolated despite a wide network of friends and peers through Internet
interaction. The motivational factors arising from the contact or
competition with other students is absent. These students also lack
the immediate support of a teacher who is present to motivate, and if
necessary, to give attention to actual needs and difficulties that
surface during studies. Therefore, academic achievement co-relates
with more positive internal beliefs, which relates to the
competitiveness and motivations to learn and excel.Apart from the human factor, technology plays an important part in
information and communication flow. At present, limited bandwidth (the
capacity of communication links) and slow modems hamper the delivery
of sound, video and graphics, although technology is advancing.
Reliance on learner initiative can be a drawback for those who prefer
more structure. Learner success also depends on technical skills in
computer operations and Internet navigation, as well as the ability to
cope with technical difficulties. Information overload is also an
issue; the volume of E-mail messages to read, to reflect on and to
respond to can be overwhelming while the proliferation of data bases
and websites demands for information management skills. Access to the
Internet is still a problem for some rural areas.Society is moving into a new era. An era of rapid change and inherent
unpredictability are driven by ongoing advancement in information and
communication technology. This new era will impact upon every aspect
of society. Individuals of the information age will need different
kinds of skills compared to those that serve them in the industrial
age. They will need to be managers of their own destiny. They will
need to find relevant information from the morass of freely available
data. They will need to interpret and evaluate their findings. They
will need to adapt to every changing condition. And they will need to
learn throughout their lives.Traditional Behaviorist approaches to education will no longer be
sufficient in the information age. Education will need to adopt
Constructivism principles to empower learners through an
individualized and active learning experience. However, constantly
improving technology can provide for exciting new ways of delivering
such learning. In conclusion, for working adults who are eager to
engage in the advantages and stimulation of an active adult learning
environment, distance learning education programs, like the executive
MBA, is highly appropriate.Gabriel Rise is an expert writer at Essay writing service and a writing couselling department expert at dissertation writing service. The assistance of their writers is an invaluable input in your future professional growth.EssayCapital.com is dedicated to providing a custom essay writing service that is both top-quality and affordable.
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