This is Walden University course (EDUC8101-3) Assignment 3: Adult Learning Exemplified. In Educating Rita (Russell, 2009), Rita gave a clear and distinct theoretical portrayal of how adults learn. She demonstrated how they could use learning and develop processes to achieve desired results. Although a number of theories could explain Rita’s learning, the perspectives of Knowles and Mezirow are used in this discussion. The paper is written in APA format and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!

1. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 1
Assignment 3: Adult Learning Exemplified
Walden University
Orlanda Haynes
Author Note
This paper was prepared for EDUC 8101-7 Module 3 Assignment
Spring 2015
Taught by Dr. Stacy Wahl

2. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 2
Abstract
In Educating Rita (Russell, 2009), Rita gave a clear and distinct theoretical portrayal of how
adults learn. She demonstrated how they could use learning and develop processes to achieve
desired results. Although a number of theories could explain Rita’s learning, the perspectives of
Knowles and Mezirow are used in this discussion.

3. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 3
Assignment 3
Learning theories are explanations of how people learn. Through his character Rita,
Russell (2009) showed how adults use stages of learning and development to reconstruct
themselves, their environment, their social status, and their careers. The following discussion is
an overview of how these processes originate.
Theoretical Perspectives
Rita was not satisfied with aspects of her life, especially her education level. To address
these issues, she enrolled in an Open University course. Knowles’ and Mezirow’s adult learning
theories offer different perspectives on the origin of her learning. According to Knowles (1980),
most adults identify gaps in their skill sets, which usually result in the creation of a plan to address
the perceived needs. They are self-motivated and ready to learn.
In contrast, Mezirow’s (1978, in Kitchenham, 2008) theory of transformational learning
could explain Rita’s behavior as the results of changes in her self-perception—the aftermath of self-
reflection. Mezirow believed, for example, that transformational learning occurs when adults
change their views, perceptions, and /or ideals about themselves and the world at large, a process
of self-reflection triggered by events such as dysfunctional family issues, tragedies, literacy
concerns, and/or a lack of social statuses (Cranton, 2006). His research indicated that adults
proceed through ten phases or steps; Table 1.1 is an overview (Kitchenham, 2008, p 105).
Table 1.1
Mezirow’s Phases of Transformational Learning
1. A disorienting dilemma
2. A self-examination with feelings of guilt or shame
3. A critical assessment of epistemic, sociocultural, or psychic assumptions
4. Recognition that one’s discontent and the process of transformation are adhered and that
others have negotiated a similar change

4. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 4
5. Exploration of options for new roles, relationships, and actions
6. Planning of a course of action
7. Acquisition of knowledge and skills for implementing one’s plans
8. Provisional trying of new roles
9. Building of competence and self-confidence in new roles and relationships
10. A reintegration into one’s life on the basis of conditioned dictated by one’s perspective
Based on these findings, both Knowles’ and Mezirow’s theories offer plausible evidence as to
the origin of Rita’s learning and development.
Purpose of and Motivation for Learning
Rita had several motivating factors, including a desire to interact with educated people, to
understand and recite literature beyond the basics, to speak and write as scholars do, and to
improve her career, family, and social options. She viewed education as a logical means to
achieve her goals. Knowles (1973) believed that adults are more likely to engage in learning that
can be immediately applied to their life than not, and that learning is problem-centered rather
than content-based. In other words, a decision to learn is a direct response to a perceived need.
Moreover, most adults are self-directed learners—inclined to seek out resources and people
relevant to obtaining their goals, and they take responsibility for evaluating their progress and
outcomes (Hiemstra, 1999; Knowles, 1980; Merriam, 2009).
Mezirow’s phases of transformational learning, especially steps two, five, six, and seven
could be viewed, as Knowles’ logical constructs of adult learning. For example, Rita’s actions
would have been the result of her self-examination or self-reflection. Her persistence or driven
nature to succeed was characteristic of self-directed learning. For instance, when Frank, Rita’s
adult education mentor, refused the assignment, she analyzed the situation as a barrier to
overcome rather than defeat; she won. Through this experience, Rita learned how to address
other barriers such as family conflicts, distractive learning environments, and housing issues

5. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 5
without abandoning her goals (Russell, 2009). According to Mezirow, the process of
transformational learning occurs when adults work through stages of integrating activities that
allow for realization of their new perception of self (Cranton, 2006; Kitchenham, 2008).
Role of the Instructor
Russell’s (2009) character, Frank, embodied concepts of Knowles’ andragogy. In that,
the role of an educator is defined as a facilitator. One facilitates the learning process, in part, by
devising individualized curriculum, including subjects and content relevant to students’ interests.
In essence, curriculum that allows for the integration of prior experiences, elements of critical
thinking, reflection, and analysis, to name a few (Daloz, 2012; Hiemstra, 1999; Knowles, 1980;
Merriam et al., 2007; Mueller, 2004). Frank provided resources, guidance, support, constructive
criticism, and open mindedness and compassion, as educational tools for strategizing a sound
plan (Russell, 2009).
Learning and Development
Both andragogy and the theory of transformational learning indicated that adult learning
is multifaceted—the results of experiences, engagement with others, perceived needs, resolution
of problems, self-reflection, self-concept, and self-direction, to name a few. As adults move
through different stages of life, they are motivated by intrinsic and extrinsic factors such as self-
esteem, self-improvement, careers, and socioeconomic factors. As such, multiple changes are likely,
including shifts in perceptions and views and/or a complete transformation of themselves as well as
related factors (Kitchenham, 2008; Knowles, 1973; Merriam, Caffarella, & Baumgartner, 2007).
Rita recognized her ability to improve her self-worth through education. Her
transformation was evident in all aspects of her life. For example, she explored different areas of
literature, social engagements and norms, as well as careers. She devised several strategies to
accomplish her goals. She also addressed barriers with strength and courage. When her spouse,

6. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 6
for instance, refused to support her goals she made the ultimate satisfice: divorce. As she
progressed further in her studies, she not only discovered how unhappy she was before returning
to school but also, above all, who she wanted to become, an educated, respected, and dependent
woman (Russell, 2009).
Learning Outcome
Both Knowles and Mezirow’s perspectives suggesedt that because of its complexity,
adult learning should not be measured through pedagogical means. According to Knowles
(1980), adults’ behaviors, views, and perceptions will be affected when learning has occurred, a
measurable difference. Similarly, Mezirow (1991, in Dirkx, 1997) theorized that when adults
exhibit behavior changes that significantly affect major aspects of their lives than
transformational learning has occurred.
Rita gained self-confidence, knowledge, experience, and skills, which allowed her to
become more asserted and astute in terms of engaging with educated people and exerting her
new values to improve lifestyle options. She adapted extremely well to her new sense of self. In
essence, she now understood the process of adult learning, including how to address gaps in her
education, how to handle barriers more effectively, how to become scholarly, and how to engage
in various social settings. In doing so, she became a new woman with a promising outlook,
empowered by the tools of adult learning and development.
Conclusion
As research indicates, adult learning occurs during multiple phases of life-span
development. Incentives for learning could involve internal and external motivation factors,
facilitators, and /or an analysis of self or self-reflection. The process of self-directed learning
plays a key role in adults’ ability to become independent learners. In most cases, they seek out

7. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 7
relevant resources, including education and people, to achieve desired results, and they usually
learn how to overcome barriers. Rita’s behaviors are indicative of these characteristics. She
changed her views of self, her perspectives about the world, and her roles in it. Moreover, she
learned how to acquire and apply knowledge to obtain desired outcomes. Knowles and
Mezirow’s adult learning theories clearly explain a number of learning and development
processes that Rita experienced.
References

8. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 8
Cranton, P. (2006). Understanding and promoting transformative learning (2nd ed.).
San Francisco: Jossey-Bass.
Daloz, L. A. (2012). Mentor: Guiding the journey of adult learners (2nd ed). San Francisco:
Jossey-Bass.
Dirkx, J.M. (1997). Nurturing soul in adult learning. In Cranston, P. (ed). Transformative
learning in action. San Francisco: Jossey-Bass.
Hiemstra, R. (1999). The sourcebook for self-directed learning. Amherst, MA:
Human Resource Development. Retrieved from http://books.google.com/books
?hl=en&lr=&id=yWes2NRKQroC&oi=fnd&pg=PA9&dq=adult learning
selfdirectedffairs&ots=x47Tu4kNxF&sig=VSBSIz6qzpLNoi_ZuCkvXJrQLI8
Kitchenham, A. (2008). The evolution of Jack Mezirow’s transformative learning theory.
Journal of Transformative Education, 6(104), 104-123. Retrieved from
http://jtd.sagepub.com/content/6/2/104.full.pdf html
Knowles, M. (1973). The adult learner: A neglected species. Houston, Texas: Gulf
Publishing Company. Retrieved from http://www.eric.ed.gov/PDFS/ED084368.pdf
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy.
(2nd ed.). New York: Cambridge Books.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Merriam, S. (2009). Handbook of adult and continuing education. New York, NY: John Wiley
& Sons. Retrieved from http://books.google.com/books?hl=en&lr=&id=xWt
DphO9eTkC&oi=fnd&pg=P A55&dq=adult learningselfdirected _ffairs&ots=zo4mfp
97Qs&sig=p5Bbg1oxGTotPikYFAMLzYKVaZA

9. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 9
Mueller, J. (2004). Authentic assessment toolbox. Retrieved from
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm.
Russell, W. (2009). Educating Rita. London, England: Metuchen Drama.

10. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 10
EdD Higher Education and Adult Learning
EDUC 8101: How Adults Learn: Theory and Research
Rubric for Assignment A3: Applying Adult Learning Theory through a Character Analysis
CRITERIA
Approved with
Commendation
5
Acceptable
4
Adequate
3
Inadequate
2
Unacceptable
1
Score

11. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 11
Demonstrates
application of
theories to
example
Learner chooses
rich and appropriate
example and
describes it very
clearly and fully,
including
explanation of why
example was
chosen.
Learner fully and
clearly explains the
connections
between theories
and example, and
correctly and
creatively applies
several aspects of
theories to
example.
Learner chooses
appropriate
example and
describes it clearly
and fully.
Learner explains
the connection
between theories
and example, and
correctly applies
aspects of theories
to example.
Learner makes a
complete case for
one theory being
stronger than the
other theory in this
example.
Learner chooses
appropriate
example and
describes it.
Learner explains
the connections
between theories
and example, and
for the most part
correctly applies
theories to
example.
Learner makes a
case for one theory
being stronger than
the other theory in
this example.
Learner chooses
appropriate
example and briefly
and superficially
describes it.
Learner’s
connection of
theories to example
is unconvincing,
and theories are
sometimes
incorrectly applied.
Learner’s case for
one theory being
stronger than the
other theory in this
example is
unconvincing.
Learner omits
example or
describes it
inadequately.
Learner chooses
fewer than two
theories;
application of
theories to example
is incorrect.
Learner omits case
for one theory
being stronger than
the other theory in
this example.
4.5

12. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 12
Learner makes a
very robust and
thorough case for
one theory being
stronger than the
other theory in this
example.
Meets
expectations for
scholarly writing
Learner makes
fewer than two
errors in APA style,
grammar, usage,
and mechanics.
Learner makes
fewer than four
errors in APA style,
grammar, usage,
and mechanics.
Learner makes
fewer than six
errors in APA style,
grammar, usage,
and mechanics.
Learner makes
fewer than eight
errors in APA style,
grammar, usage,
and mechanics.
Learner makes
nine or more errors
in APA style,
grammar, usage,
and mechanics.
4.5

13. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 13
TOTAL SCORE 9
You did a good job of showing how the 2 theories discussed aligned to the development of the protagonist. I
don’t see where the case was made for one applying more strongly than the other. – Dr. Stacy
9–10 points = Approved with Commendation
7–8 points = Acceptable
5–6 points = Adequate
3–4 points = Inadequate
0–2 points = Unacceptable

14. EDUC 8101-7 ADULT LEARNING EXEMPLIFIED 14