The Traditional Learning Approaches and Adult-Based Learning Education - Essay Example

Reflecting on Learning Experiences Number: The following assignment is a reflection of learning experiences whereby two forms of learning are compared namely the traditional learning approaches and adult-based learning education. The assignment starts with the definition of andragogy and gives a brief background about this adult-based learning type of learning. The writer also outlines the six principles of the Knowles’s theory, a theorist who is believed to be the father of andragogy. Section two is about a learning experience that the writer went through that was based on a medicals setting. The writer then uses the experience in explaining that traditional learning does not employ strategies that meet learning needs. The discussed experience is also used by the writer as the base for showing how the six assumptions in the Knowles’s theory about adult-based learning (andragogy) can be applied. Finally, the write has briefly explored online learning and how adult-based education can make it better. Introduction Andragogy was originally defined as ‘the art and science of helping adults learn’ though the most acceptable definition in the modern world is the learners-focused education for all people and is considered as an alternative of pedagogy. Alexander Kapp initially used the word andragogy in 1933 and later Malcolm Knowles (Vodde, 2009) developed a theory on the same. Malcolm’s theory comprised of numerous postulates with the first stating that adults must be involved during the planning process as well as during the evaluation of their instructions. The second hypothesis on his theory was that experience, which encompasses mistakes, is a fundamental aspect for all learning activities. Malcolm’s or Knowles’s theory also claims that adults learning focuses on problems or rather is problem oriented as opposed to content centered. Finally, he claimed that adults are mostly interested in learning elements that have impacts in their personal and professional lives. Andragogy is a broad discipline and is one of the subjects that many theorists have introduced theories and models in attempt to make the learning process an easy task. It is based on four major clerical presumptions about the features of adult learners which include the concept of dependency. In this, it is assumed that the self-concept of people changes from being dependent to that of being self-directed individuals as they mature (Vodde, 2009). Another presumption is that an adult accrues an increasing reservoir of skills that become a cumulative resource, and their enthusiasm to learn becomes increasingly centered to the developmental responsibilities of their social roles. Moreover, it is assumed that the time perspective/viewpoint for an adult moves from one of postponed/suspended application of knowledge and skills to immediacy of application. In brief, andragogy is self-directing and focuses on independence (Knowles & Associates, 1984). It supports teaching using methods that involve problem solving and discussions. Adults learn contents that they can apply in their lives immediately unlike children who are taught materials that they can only apply in the future. Therefore, the main advantages of this type of learning are the fact that it is self-directing and the fact that it highly promotes independence. Moreover, the content taught is easily understood since adults are taught what they do or experience on daily basis (Merriam, Caffarella & Baumgartner, 2007). This assignment explains a written teaching experience within a clinical setting (hospital) that is based on the traditional learning context. The primary goal of the assignment is to ascertain that traditional learning does not employ strategies that meet learning needs. The writer as a base for comparing traditional learning with a hypothetical experience that addresses the adult environment or adult-based learning will use the outlined experience. The writer will then use the six assumptions derived from the Knowles’s theory principles. In this case, I will choose to use a learning experience that was in a medical setting whereby a group of youths had been randomly be chosen to go and get free training on first aid and some nursing skills. This was an initiative whose main goal was to ensure that there is a significant number of youths who possesses these fundamental skills so that they can help the surrounding society with these skills if need arises. Two teaching assessment sessions were undertaken as per the requirements of the training outline. One of the assessments was undertaken in formal session with the other one being undertaken in an informal session. The informal assessment involved separating chemotherapy from a Peripherally Inserted Central Cannula and was carried out in a patient’s house. Though I had some nursing and first aid skills and knowledge, I did not have any experience in this area. During this assessment, the people who were present included the trainer, the patient, my fellow youths, and I. The training was on voluntary basis so I just decided to attend since I have passion for offering nursing and first aid services to the members of the society. As a good trainer, the mentor/tutor found it important to create an effective working relationship with us before she started teaching. As usual, the working relation in this case was built on basis of genuineness, acceptance and empathic understanding. The facilitator made the teaching process a difficult task thus making the topic difficult to understand and to some extent boring. The trainer also did not take much time in order to understand her trainee so as to adopt the best teaching strategy that would make us understand the topic with the most possible ease. For optimal learning to be achieved, it is important for the trainer to consider the learning approaches/styles of every student (Ku, 2008). This is crucial in enabling the trainer to adequately prepare for the session and adopt teaching styles that students are likely to understand the concept with much ease. However, the trainer was not interested in establishing the learning techniques that would make the student learn easily and effectively. There exist numerous learning styles with Kolb, a famous theorist developing a model to ease identification of these techniques. Kolb believed that learning is a process and its outcome involves four main stages. The four major learning styles are diverging learning style, assimilation, conventional and accommodating learning style (Ku, 2008). Diverging learning style is applied by people who like watching rather than doing and this category of people like working in groups (Ku, 2008). They also like using their imaginations tactics to solve challenges facing them. Assimilating learning style is commonly applied by who prefer a logical approach and like reading in a lecture environment or reading. People who are fond of experimenting new ideas and concepts and like enjoy technical undertakings on the other hand use converging learning style. Finally, accommodating learning style is applied by persons who like practical tasks and also like applying a hands-on technique. All these learning techniques vary depending on the personality of the learner with Kolb categorizing the people using the four techniques as Pragmatists, Theorists, Reflectors, and Activists (Ku, 2008). Self-Direction This is the first principle of Knowles’s theory that states that adults learn better in situations where they have control over their learning (Knowles, Swanson & Holton, 2011). With this, Knowles meant that adults should actively be involved during the preparation of their learning since adults respond better to learning when they have a clear understanding of why they are learning and how the material will apply to their lives or in their daily personal and professional experiences. According to Knowles, adults should be involved in decision making processes of all decisions affecting them. He calls for an establishment of a collaborative, social and a welcoming learning environment so as to make learning process effective. He also highly encouraged creation of a learning environment that promotes discussion between the learner and the trainer. During the training in the above discussed learning experience, learning was likely to be more enjoyable and effective if this principle of Knowles’s theory was applied. In the above experience, communication was one way and the learner did not have any say on what they he was learning neither did he get a chance to ask questions or clarify points. Experience With the principle of experience, Knowles was referring to the knowledge and experience learners can introduce in the learning environment, which are major resources to both the learners and the facilitators (Knowles, Swanson & Holton, 2011). He emphasized that adults are the best resources for one another during the learning process and that they should therefore be encouraged to be interactive and engage in discussions. This assumption is applied for online learning whereby curriculum should be prepared in a way that will create an interactive learning environment. Learners together with their facilitators should be able to easily share their experiences by engaging in teamwork like team projects or through discussion forums. For the above-explained learning experience, I would have made a major difference if only the facilitator would have given us a chance to discuss and implement our own strategies. Though I am not a qualified nurse, I possess numerous nursing and first aid skills that would have I would have applied and made the whole learning process an easy task. Social Role Social role is an assumption that Knowles made with the articulated meaning being that adults enter into learning environment because they have responsibilities and social tasks they are expected to meet in their personal and professional lives. For the learning experience explained above, I feel obliged to ensuring that the welfare of every person living in my neighborhood is well taken care of. This means that the training that we were receiving was part of what I feel obliged to be doing. I feel committed towards making other people’s lives better. This assumption is applied in the online learning environment by ensuring that the content of the course is relevant and strictly complies with roles and tasks that learners undertake on daily basis. Application This principle means that adults learn what they apply in their everyday experiences. Unlike children, most of the adults learn what they apply in their personal or professional lives. If the information I obtained from the traditional learning experience explained earlier would have been delivered using adult-based learning strategies, I would have been able to apply it in helping the local community. As mentioned earlier, I only possess the most basic nursing and first aid skills and knowledge, so the training was of much significance to me only that it was not delivered in an effective way. There numerous cases that I encounter similar to the ones the training was about though I cannot help because I did not get the concept fully. Internal Motivation This assumption means that adults are motivated to learn by internal factors like self-actualization; self-esteem and recognition just to mention a few. Knowles presumed that adults motivated to excel in their educational goals if they are appreciated and recognized for their contributions in class. Knowing the information for myself would have improved my self-esteem and I would have felt like I have made a difference. I always like discovering new elements on my own and also like trying new ideas so that I can come up with a comprehensive explanation of the concept particularly in the fields that I have passion for. The application of this assumption in online education is that facilitators must always ensure that they are appreciating their learners, and always make them feel important and embraced by others learners and facilitators. This acknowledgement ends up motivating and raising the self-esteem of the learner. Reason for Learning This assumption claims that adults enter into the learning environment being ready to learn and have clear reasons that drive them into making a decision to learn. Some of the most possible reasons that prompt people to going starting to learn include need for a promotion, job loss or other social and economic factors. Knowles believed that adults learn so as to meet a certain necessity rather as a requirement like the case of children. For the learning experience explained above, passion for saving lives and making a difference in lives would be a enough driving force to make me research more on the topic. Online learning is a good example of an adult-based learning whereby learners establish their own personal goals and that are based on the course objectives. Moreover, online learning requires preparation of curriculum that focus on the process or problem rather than the content. Facilitators/tutor in this case empowers learners and gives them full control of the course while working together with them as equal and respected individuals (Boden & King, 2014). Teamwork between the learners/students requires creation of a safe environment whereby learners can freely and openly share ideas, learning and experiences by exchanging information and regular conversations. Creation of such an effective online learning environment is a difficult task more than it sounds and it requires good communication between the trainer and the learners from the initial stages. However, despite the fact that trainers and learners are treated equally, it is important for the trainers to guide the learners on setting their objectives is there is need for doing so. Guidance can be achieved by suggesting to the learners to focus on their past and current experiences that might help them in setting clear goals. Some of the goals made by adult learners include promotions, social status or even a career change. Online learning setting should be designed by integrating the learning process with adult-based learning strategies (Boden & King, 2014). Course syllabus should always stipulate clear course expectations, facilitator’s contact information and how communication would be made effectively online. The facilitator/tutor should indicate clearly the days he or she will be available and can be contacted through phone and email. However, tutors should try their level best to be accessible to the learners as much as possible (Boden & King, 2014). Alternatively, they should be available in the very first days of the course so as to make clarifications on questions that learners might be having. Finally, an effective online learning should encourage communication amongst the learners with the level of their communications that they want to have being left in control of the earners. In conclusion, there are numerous differences between adult-based learning and the traditional learning context. Some of the most obvious differences that this paper has emphasized on include the element of self-direction, experience, reasons for learning, motivation, application of the training and knowledge acquires as social role. All these differences are based on the presumptions derived from the Knowles’s theory of adult education. In adult learning environment, learners are deemed to be equal to facilitators and are considerably consulted in during the process of making any decision that is likely to affect them. This strategy of teaching is the most appropriate technique of teaching in the 21st century. It has been proven to be highly effective and is currently applied in online learning. References Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Boden, C. J., & King, K. P. (2014). Developing and sustaining adult learners. Carolina: IAP. Knowles, M. S. & Associates. (1984).  Andragogy in Action. San Francisco:  Jossey-Bass Knowles, M.S., Swanson, R. A., & Holton, E.F. (2011). The adult learner: The definitive classic in adult education and human resource development .(7th ed). Oxford, UK: Elsevier. Ku, R. T. (2008). Tests of adult basic education: Level A. New York: McGraw-Hill. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).  Learning in adulthood:  A comprehensive guide. (3rd ed.). San Francisco:  Jossey-Bass. Vodde, R. F. (2009). Andragogical instruction for effective police training. Amherst, N.Y: Cambria Press. Read More