Adult Learning : Learning Styles, Johari Windows, Conflict Management, And What Is Success

Adults are motivated entirely different in the way they learn. Adults are motivated to learn for various reasons such as professional development, potential advancement at work or simply continuing to improve ones lives, as one gets older. However, it is but practical to consider the ideas on how adults are motivated to learn, what principles of learning works, so that adult educators could likewise respond appropriately.

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

Adult learning is having a clear picture of how adults learn and how this in turn affects the program planning process. Many adults are not sure about what they want to do with their lives after high school. There are many programs that will help you to decided, what you want to do with your life. This is where adult education programs can help you decided on the importance of education. There are three content areas that connects with adult learning and planning education within the adult. Knowles state that the adult learner, learns from their experiences. Experiences is how adults live their everyday lives and make concise

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

The common topic of the second article addressed supporting the needs of adult learners. Although adult learners bring a lot of life experiences with them and exhibit an eagerness to learn and are very motivated. However, studies have shown that they also exhibit low self-confidence in themselves. With that being

The learning material should be relevant to their social positions and lifestyle, and because the learning material directly concerns their lives, they would want to be involved in the whole process – from the introduction of information to the outcome. Adult learners zero in to the elements that are of most relevance to their immediate needs and conditions. Those aspects that well give them the necessary knowledge and skill to resolve life-centered or problem-centered learning experiences.

From being 18 to being 31 now, there are some major differences for one an adult learner is goal oriented, adult learners are not just goal oriented but are interested and want to know why they should learn things. These things are explained through David Kolb” who identified a four-part learning process based on firsthand experience in which knowledge is created” (Kolb, 1984). As a learner, I am different than others some people learn through concrete experience, some through

The goal of adult learning is to advance knowledge and proficiency, and to enhance performance by transferring knowledge directly to work

Gadbow believes it is the duty of adult educators to instill a life-long love of learning into their students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present themselves.

Education benefits individual mentally, emotionally and physically by placing them in better place than they were previously before. Everybody would agree that learning something new would take place throughout the life. Learning style defined as "A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience" (Reid, 1987, p. 89). Furthermore, Felder and Henriques (1995, p. 21) explained learning styles as "the ways in which an individual characteristically acquires, retains and retrieves information". However, different learners possess different characteristics and different preferred learning styles to perceive, process, take in and understand information.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

The adult learning theory Also known as andragogy is the concept of Adult learning as a science in the field of education. Created by Malcolm Knowles , the theory is comprised of four different concepts. A fifth concept was later added by Knowles. within these different concepts, Knowles set forth compilation of expectations for educators within the Adult Education community. Firstly, he suggests setting a corporative climate in the classroom for learning. (Knowles, 1984, p.76) An assessment of the learners needs and a compilation of objectives and educational activities to help learner reach needs

Basically, this article by Malcolm Knowles is a conglomerate of all aspects of adult learning. It outlines aspects of adult learning, theories of adult learning, and expands on them. The main idea of this article is to create awareness on the existence of adult learning, and to help instructors of adult learning to know how to go about it successfully. Additionally, the article is of help to adult learners to enable them to learn the most they can (Knowles, 2007).