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Adult Learning Theory by rakkis group ppt

It's all about Adult learning theory

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ADULT LEARNING THEORY
ADULT LEARNING THEORY - ANDRAGOGY Malcolm Shepherd Knowles (1913- 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010). The term andragogy can be supposedly equivalent to the term pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek means child-leading. However, it should be noted that the term pedagogy has been used since Ancient Greek times, while Alexander Kapp, a German Educator, first used the term andragogy in 1833.
Alexander Kapp (1800–1869) was a German educator and editor. In 1833, he originally introduced the term andragogy. Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners in the structure of the learning experience. Kapp used andragogy to describe elements of Plato’s education theory. Although Kapp's use of andragogy had some currency, it was disputed, and its use ground to a halt. In 1921, the term reappeared in a report by Rosenstock in which he argued that 'adult education required special teachers, methods and philosophy, and he used the term andragogy to refer collectively to these special requirements.
Knowles’ 5 Assumption of Adult Learners In 1980, Knowles made 4 assumption about the characteristics of adult learners that are different from the assumptions about the characteristics of child learners. In 1984, Knoles added the 5th assumption, Self-Concept As a person matures his/her self concept move from one of being a dependent personality toward one of the being a self-directed human being. Readiness to Learn As a person matures his/her readiness to learn becomes oriented increasingly to the developmental task of his/her social roles. Adult Learner Experience As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource of learning. Orientation to Learning As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. Motivation to Learn As a person matures the motivation to learn is internal (Knowles 1984:12).
Knowles 4 Principles of Andragogy In 1984, Knowles suggested 4 principles that are applied to adult learning: Adults need to be involved in planning and evaluation of their instruction. INVOLVED ADULT LEARNERS Adult learning is problem- centered rather than content- oriented. (Kearsley, 2010) RELEVANT & IMPACT TO LEARNERS’ LIFE Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. PROBLEM- CENTERED Experience (including mistakes) provides the basis for the learning activities. ADULT LEARNERS’ EXPERIENCE
In 1968, Malcolm Knowles is credited with developing and popularizing the term andragogy to describe the art and science of adult learning. Andragogy is the study of adult learning, as opposed to pedagogy, which focuses on educating children. Andragogy addresses the specific needs and characteristics of adult learners. Knowles theory emphasizes that adults are more likely to learn when they see the practical implication of knowledge to their real-world situations. 13 Adult Learning Theories 1. ANDRAGOGY
 David Kolb (1970’s) Experiential Learning claims that the experience is at the center of the learning process. Adults can absorb new skills, as well as retain and apply their knowledge when they are engaged in activities and reflection. The 4 distinct stages of the learning cycle are: 2. EXPERIENTIAL LEARNING CONCRETE EXPERIENCE REFLECTIVE OBSERVATION ACTIVE EXPERIMENTATION ABSTRACT CONCEPTUALISATION learning something new or experiencing something familiar in a new way thinking about what happened and reflecting on it acting on previous reflections, thoughts and plans and noticing any changes from the first experience(s). making sense of their experience and reflections: thinking about the next steps and coming up with a plan.
 In 1978, Jack Mezirow’s core concept of transformational learning revolves how individuals critically reflect on their existing beliefs and assumptions to reshape their perspectives and meaning making. 3. TRANSFORMATIONAL LEARNING MEZIROW’S CORE CONCEPTS 1. DISORIENTING DILEMMA 2. CRITICAL REFLECTION 3. RE-EVALUATION OF MEANING STRUCTURES 4. SHIFT IN PERSPECTIVE 5. ACTION AND CHANGE
 The action-and-reflection-based strategy for solving problems known as “Action Learning” was first proposed by Reg Revans in 1982.  This approach to learning emphasizes solving real problems through a cycle of planning, taking action, and then reflecting on the results. At its heart lies solving real organizational problems away from the classroom, continuous improvement and practical learning. 4. ACTION LEARNING
 In 1997, D.R. Garrison’s self-directed learning theory builds on educator Malcolm Knowles’ adult learning theory principles and encourages students to take charge of their education.  In this model, the learner takes the initiative in identifying their own needs, goals, and resources and sets on a learning journey, taking an active role in seeking and applying knowledge. 5. SELF-DIRECTED LEARNING
 Learning through real-world examples and practical challenges is a well-established adult education approach. Project-based learning was introduced in 1897 by John Dewey, who called it “learning by doing”. 6. PROJECT-BASED LEARNING
 Behaviorism, a prominent learning theory, was developed primarily by John Watson and B.F Skinner. While Watson is often credited as the “father” of behaviorism, Skinner also significantly contributed to its development and application.  Watson argued that all behaviors are learned through environment interactions.  Skinner’s work focused on operant conditioning, which involves learning through the consequences of behaviors (rewards and punishment). He also emphasized the role of environmental stimuli in shaping behavior. “ Teachers must learn how to teach …they need only to be taught more effective ways of teaching.” – B.F. Skinner 7. BEHAVIORISM
 In 1960’s, cognitivism was developed by Jean Piaget. Cognitivism is a learning theory that focuses on how individuals receive, process, store, and retrieve information, essentially viewing the mind as an information processor. 8. COGNITIVISM KEY PRINCIPLES OF COGNITIVISM ACTIVE LEARNING INFORMATION PROCESSING METACOGNITION SCHEMA TRANSFER OF LEARNING
 Constructivism is one of the oldest and most prominent adult learning theories and principles. The theory asserts that individual actively build knowledge through life experiences and social interactions while drawing on their prior knowledge.  The branches of the theory are cognitive constructivism associated with Jean Piaget and social constructivism developed by Lev Vygotsky. 9. CONSTRUCTIVISM
 Albert Bandura (1977) he developed the theory as an alternative to traditional behaviorism, emphasizing that learning occurs through observation, imitation and modelling.  This adult educational theory highlights the value of social interactions for learning and development. 10. SOCIAL LEARNING THEORY
Carl Rogers emphasizes that the ultimate goal of learning is the importance of personal growth and self- actualization. Humanism is a learning theory that emphasizes personal freedom, choice, self- determination, and striving for personal growth. It centers on the belief that each person has an innate drive to achieve their full potential or self-actualize. 11. HUMANISM
 George Siemens and Stephen Downes (2005) Connectivism is a learning theory emphasizing knowledge as a network of connections, where learning happens by connecting to and interacting with various information sources, including people and technology. 12. CONNECTIVISM
 Gagnѐ’s theory bridges behaviorism and cognitivisn by providing a systematic classification (taxonomy) of learning outcomes – essentially different types of learning – and matching each with specific instructional approaches. 13. Gagnѐ’s Condition of Learning and Taxonomy
1. Taxonomy of Learning Outcomes Cognitive Domain Psychomotor Domain Affective Domain 2. Gagnѐ’s 5 Condition of Learning Intellectual skills Verbal information Motor skills Attitudes
3. Gagnѐ’s 9 Events of Instruction 1. Gain attention. 2. Inform students of the objective. 3. Stimulate recall of prior learning. 4. Present the content. 5. Provide learning guidance. 6. Elicit performance (practice). 7. Provide feedback. 8. Assess performance. 9. Enhance retention and transfer to the job.
IMPORTANCE OF ADULT LEARNING THEORY IN EDUCATION 1. LEARNER- CENTERED Focuses on the unique needs and experiences of adult students. 2. PRACTICAL APPLICATION Adult learners seek education that can be immediately applied to real- world situations. 3. MOTIVATION AND ENGAGEMENT Andragogy emphasizes intrinsic of adult students.