Formal learning take place in institutions where there is an organized and structured program for instruction that is approved formally and it can lead to attainment of qualifications, for example, a diploma, degree or a certificate. The other experience in learning is non-formal learning, which either takes place in a training institution or outside a learning institution. Here, learning is not aimed at giving qualifications and is not usually evaluated. Finally, learning can occur in an informal way. In this form of learning, learning occurs in an informal setting like in a family or when in a work environment, in this form of learning no instructor is needed learning takes place naturally. In learning, process the teacher, acts as a facilitator: he asks open-ended questions, leads in discussions, guides students as they are performing tasks and make the learners participate actively in class. The teacher should also act as a motivator in the learning processes. This is because; as much as the content he is providing to the student might be hard, he should always try to simplify it for easy understanding (Szwejczewski 64). As a teacher, one should always provide a good learning environment for students, the slow learners, the fast learners, and those who are interested in co-curricular activities. In everything, that a teacher does in class it should be based on meeting the needs of the diverse student population. Even though students are taught in the same learning conditions, they tend to have different experiences.
The paper “Learning experiences and Learning process” will elaborate on how learning takes place, the different forms of learning and the role that a teacher plays when the learning process is taking place and why students have different experiences in their learning process…
This theory is important in understanding how adults learn. It examines the mechanisms that enable adults recognize and assess different sources of new information. Additionally, the theory evaluates how adults identify the sources of information to use in learning.
Learning is a process that involves interaction between the educator and the learning. However not all teaching strategies appeal to students. Teaching methodologies should focus on inspiring, empowering, and motivating students to participate in learning.
One important development in educational revolution is the implementation of accelerated learning in different fields of study. Because of the recent discoveries about how the brain functions and various classroom strategies that increase a student’s learning process, there is now a growing acceptance of accelerated learning (Basic Education and Policy Support (BEPS) Activity, 2005).
Abstract Knowles established six assumptions in adult learning. While all of the assumptions are significant to adult learning, this paper identifies and support self-concept, experience, and motivation to learn assumptions as the most right to the type of learning.
Explored through Mezirow’s theory, transformational learning involves a process with distinct roles of the educator and the learner. The learning approach occurs in distinct steps and can be understood through lenses that were developed from Mezirow’s theory.
It is difficult to define learning. Some people defined learning as a product while others consider it as a process. In any case, learning results in modification of behavior. Learning takes place only when old methods were