Adult Learning Theories & Approaches

Behaviorism

Humanism

Cognitivism

Social Cognitive Theory

Leading Authors

Liv Vygotsky

Jerome Bruner

Jean Piaget

John Dewey

Bandura

Applied Instructional Methods

Problem-Based Learning

Group Case-Based Learning

Research Projects

Apprenticeships

Reflection Exercises

References

Clark, K. R. (2018). Learning Theories: Constructivism.

Samat, C., Chaijaroen, S. (2012). Design and development of constructivist multimedia learning environments to enhance computer skills for computer education learners. Procedia – Social and Behavioral Sciences, 46, 3000-3005.

Moll, L.C. (2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 111-129). Washington, DC: American Educational Research Association.

McCurdy, N., Naismith, L., Lajoie, S. (2010). Using metacognitive tools to scaffold medical students developing clinical reasoning skills. Cognitive and Metacognitive Educational Systems: Papers from the AAAI Fall symposium. 52-56.

Griffin, M. (1995). You can’t get there from here: Situated learning, transfer, and map skills. Contemporary Educational Psychology, 20, 65-87.

Strengths

Takes into Account Learner's Prior Knowledge

Empahizes Learner-Instructor Relationship

Learning Activities Are Generally Active

Learning Often Involves Social Interactions

Learning is Linked to Authentic Activities

Limitations

Emphasis on Groupwork may Disadvantage Less Dominant Learners

Many Consider Constructivism an Approach, not a Theory

Can be Labor Intensive and Time-Consuming for Instructors

Central Concepts

Situated Cognition

Discovery Learning

Experiential Learning

Self Reflection

Authentic Learning Environments

Educational Scaffolding

Zone of Proximal Development (ZPD)

Common Attributes of Adult Learners

Knowles Assumptions about adult learners

Adult self-concept moves towards self-direction

Adults use their experience as a resource for future learning

Readiness to learn is determined by social roles (need to know)

Adults are oriented towards immediate application leading to a problem-centered perspective

Adult learners are driven by Internal motivation

Adult learners need to know the relevance of subject material

Principles of Good Practice in Adult Education

Encourages contact between students and faculty

Develops reciprocity and cooperation between students

Encourages active Learning

Provides prompt feedback

Emphasizes time on task

Communicates high expectations

Respects diverse talents and ways of learning

My Personal Philosophy for Adult Education

Educational activities should be learner focused

Any educational endevour should start with a needs assessment which will guide learning objectives and instructional design

In general, learning activities should be active, engaging and occur in authentic learning environments

Adult learners are often capable of prioritizing their own learning needs, but a good instructor will provide objective feedback which can guide the learner's efforts

Learning is context specific - knowledge retention is enhanced when new learning is linked to immediate real-world applications

Mezirows 10 Stage Process

A Disorienting Dilema

Self-Examination

Critical Assessment of Assumptions

Recognition of One's Discontent & Sharing With Others

Exploration of Options for New Roles, Relationships and Actions

Planning a Course of Action

Acquiring Knowledge and Skills for Implementing Plans

Provisional Trying of New Roles

Building Competence and Self-Confidence in New Roles and Relationships

10. Reintegration into One's Life on the Basis of Conditions Dicated by One's New Perspective

Leading Authors

Jack Mezirow

Psychocritical

John Dirkx

Edward Taylor

Lenses for Understanding the Theory

Cognitive - Rational

"Beyond Rational"

Social Change

Applied Instructional Methods

Dialoge

Artistic Modes of Expression

Collaboration

Fieldwork

Simulation/AR/VR

Critical Reflection

References

Hamlin, M. (2015). Technology in transformative learning environments. In C. Halupa (Ed.), Transformative curriculum design in health sciences education (pp. 126-140). Hershey, PA: IGI Global.

Mezirow J (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE journal of lifelong learning, 7, 1-14.

Strengths

Usually Involves Active Participation

Activities are Engaging by their Nature

Learning Can be Powerful - Change in "How" the Learner Thinks Rather than Just "What" They Think

Limitations

Unclear What Actually "Transforms"

How "Permanent" is the Perspective Change?

Ethical Concerns about Methods and Application

Transformation can be Negative if the Experience is Uncontrolled