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Adult Learning: From Theory To Application

Adult learning theories provide conceptual frameworks for how adults absorb, process, and retain knowledge. Some key theories discussed include: - Behaviorist theories from theorists like Pavlov, Watson, and Skinner which focus on learning through interaction with the environment and being shaped by reinforcement and consequences. - Cognitive theories from Piaget, Bruner, and Bloom which examine internal mental processes like memory, problem solving, and language processing. - Constructivist theories from Vygotsky which view learning as an active process of constructing new ideas based on experiences and interactions. - Humanist theories focus on individual development and include Knowles' theory of andragogy which emphasizes self-directed learning catered to adult experiences

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36 views8 pages

Adult Learning: From Theory To Application

Adult learning theories provide conceptual frameworks for how adults absorb, process, and retain knowledge. Some key theories discussed include: - Behaviorist theories from theorists like Pavlov, Watson, and Skinner which focus on learning through interaction with the environment and being shaped by reinforcement and consequences. - Cognitive theories from Piaget, Bruner, and Bloom which examine internal mental processes like memory, problem solving, and language processing. - Constructivist theories from Vygotsky which view learning as an active process of constructing new ideas based on experiences and interactions. - Humanist theories focus on individual development and include Knowles' theory of andragogy which emphasizes self-directed learning catered to adult experiences

Uploaded by

asif
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ADULT

LEARNING:
FROM
THEORY TO
APPLICATION
What does it mean….
Term Definition Points to ponder
ADULT independent, self-sufficient, and responsible. Is learning of adults different from children?
Andragogy/pedagogy divide!
Millennial Learner?
LEARNING process of acquiring new/ modifying existing, how does it happen???
knowledge, behaviors, skills, values, or
preferences
THEORY set of principles/ideas that provide an  Just a set of ideas. Not proven empirically.
explanation of connections between various  All have strengths & weaknesses
principles in a model for working together
LEARNING  are conceptual frameworks that describe how students absorb, process, and retain
THEORIES knowledge during learning
 Form the basis of understanding how learning happens.
Practice the action of putting something into operation.
Implication??
• What is
learning?

• How does it
happen?
Learning – how does it happen

Empiricism: Aristotle (384-322 B.C.) Rationalism: Plato (427-347 B.C.)

Learning is gained through


interaction and association with Knowledge is present at birth. humans
environment. learn by recalling or “discovering” what
already exists in the mind
 Experience
 Measurable  knowledge derives from reason
 Role of senses  Role of mind!
 Little attention to role of memory
Learning Theories: AMEE 83
Instrumental Humanistic Social Theories
(individual experience) (individual development) of Learning

Behaviorist
Pavlov, Andragogy
Situated cognition
Watson, Skinner, Thorndi (Thorndike— TRANSFORMATIVE
(Durning & Artino)
ke Malcolm Knowles) LEARNING
(MEZIROW-1990)
Cognitive: Piaget, Bruner,
Bloom Gagne Community of practice
Self Directed Learning
(Lave & Wenger )

Constructivist:
Vygotsky  discovery learning
 theory of cognitive development
Experimental,
Piaget, Dewey, Kolb

Models for relating learning theory


Motivational models Reflective Models
to adult learning
Motivational models Reflective Models
Maslow’s Hierarchy of needs/ Levels of
reflection on action reflection in action
motivation (Maslow 1943)

Retrospective Thinking on feet

 Reflects & builds upon new scenario or


previous experiences experience like a
 thinks about the lecture, or talk with a
processes they have patient,
used
 Reflects on the learner compares it to
extent to which they his past knowledge or
were rigorous or experience and reflect
appropriate s upon the difference
 Implication
THANK YOU

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