theoretical orientations to adult learning

1. Welcome to Theory
and Practice of Adult
Learning
Dr. Terry Carter, tjcarter@vcu.edu
ADLT 671 – Summer 2015

2. Agenda for Class 1
Introductions
Sign up for Rampages account
(afterwards, accept invitation to join site)
Small group discussions of The Inquiring
Mind
Large group discussion: What is learning?

3. Course Expectations
25% - Reaction paper after reading The
Inquiring Mind (Houle) and Commentary
(Candy)
25% - Comments to a weekly blog forum on
your readings (respond to questions)
30% - Self-directed learning project
25% - Final paper

4. The Self-directed Learning
Project

5. Theoretical Orientations
to Learning
As described in the work of Merriam and
Bierema, 2014, Adult Learning: Linking
Theory to Practice

6. Contemporary Views of
Learning Theory

7. Behaviorism

8. Behavioral Learning Theory
 Three basic assumptions:
Learning results in a change in
behavior
Environment shapes behavior
Principles of contiguity and
reinforcement

9. Behaviorists
 John B. Watson, early 20th century
 Edward Thorndike (1920s)
 Stimulus Response
 Law of Effect
 Law of Exercise
 Law of Readiness
 B. F. Skinner (1950s - 1970s)
 Operant conditioning

10. Behavioral Theory Today
 Measurable goals and objectives
 Competency based instruction
 Outcomes focused
 Computer assisted instruction
 Instructor accountability
 Human performance technology (HPT)

11. Cognitivism

12. Cognitive Learning Theory
 Defined learning as reorganization of
experience to make sense of stimuli from
the environment
 Focuses on mental processes
 Accounts for insight
 Locus of control for learning is not in the
environment, but internal to the learner

13. Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

14. Bruner’s (1967) Concept Attainment
Strategy
Learners should:
 Compare and contrast exemplars
and non-
exemplars
 Inductively discover concepts
 Generate their own examples
 Discuss hypotheses and attributes
"Learners are encouraged
to discover facts and
relationships for
themselves."

15. Evidences of Cognitive
Learning Theory in Use Today
 Research on cognitive development
in adulthood
 Learning how to learn research
(metacognition)
 Study of learning processes as a
function of age

16. Humanism

17. Humanist Learning Theory
Humans are in control of their own
destinies with unlimited potential for
growth
Motivation to learn is intrinsic
Goal of learning is self-actualization

18. Influences of Humanistic
Thought in Learning Theory
 Andragogy (Knowles, Houle, Tough)
 Personal growth movement
 Self-directed learning
 Teacher as “facilitator”
 Developer of talent in organizations
through coaching, mentoring

19. Who was Abraham
Maslow?
Famous for concept of a
hierarchy of human needs
Who was Carl Rogers?
Known for “client-centered” or non-
directive therapy. Education adopted his
views in “learner-centered” teaching

20. Social
Cognitivism

21. Social Cognitism Learning
Theory
 Draws from both behaviorist and
cognitivist perspectives
 Belief that behavior is a function of the
person and the environment
 Learning through observation and imitation
of others
 Occurs in social context

22. Evidences of Social
Cognitivism in Use Today
Increasing awareness of importance of
context to learning
Vicarious learning through role modeling
Mentoring
 Self-efficacy research

23. Situated Learning and Social
Construction of Learning
Theory
 Participation in communities of practice
 Novice to expert continuum
 Cognitive apprenticeships
 Tool-dependent
 Learning “in situ”

24. Constructivism

25. Constructivist Learning Theory
Learning as meaning-making
Meaning actively constructed through
knowledge “structures”
 Internal cognitive activity
 Central role of experience
 Developmental throughout the lifespan

26. Evidences of Constructivism in
Use Today
 Experiential learning
 Self-directed learning / learner autonomy
 Reflective practice
 Perspective transformation and
transformative learning

27. Critical Theory
Goals of learning is to free individuals
from oppression
Social reform perspective
Challenges unexamined assumptions
about oppressive nature of social
structures

28. Evidences of Critical Theory in
Use Today
Heightened sensitivity to diversity issues in
organizations: race, gender, etc.
Awareness of praxis (the power of action) to
increase opportunities for the disadvantaged
to have a place in society
Encourages “voice”

29. Critical Theory: Postmodern
Perspectives
Examines exploitative nature of social
structures from power perspective as
well as race, gender, sexual orientation,
etc.
Poststructurist feminist literature
Gender as socially constructed

30. With which of these
learning theories do YOU
most closely identify?
This is the key to your personal
philosophy of practice as an educator.