Adult Learning Theory For Twenty-First Century

Rena Brooks
March 25, 2013
INFT101 – C40 LUO

Summary
In the twentieth century the adult learning theory was perceived as the way the mind thinks and how the mind obtains information that is presented and how the information is being utilized to help the adult learner to become more knowledgeable and successful in life. Sharron Merriam states “adult learning is a complex phenomenon that can never be reduced to a single, simple explanation; rather it is an ever-changing mosaic where old pieces are rearranged and new pieces are added.” (Merriam, Sharron B. Adult Learning Theory for Twenty-First Century Chapter 9 p 94) In general adult learning is not by thought or intuition, it is complicated which cannot be reduced to a simple idea or
explanation. Adult learning is forever changing.
Based upon adult learning there are many different theories written explaining how adults obtain information while attending college.
One of those learning theories would be the narrative theory presented by Clark and Rossiter’s. Clark and Rossiter state that” we learn through stories of others by creating narratives”. (Merriam, Sharron B. Adult Learning Theory for Twenty-First Century Chapter 9 p 96) By creating these narratives, the adult learner is trying to understand the information that is being presented so the learner would be able to better understand the information and make sound judgment. Merriam states that the “nature of learning is often construed to a more holistic approach” or a more knowledgeable approach. Taylor and Lamoreaux write in their chapter how the brain changes while learning. Taylor and Lamoreaux states for the brain to make meaningful connection learning would need to be physical and embodied experience. Without any physicality or responses there is no basis for
learning.
In Dr. Knowles theory of Andragogy, he tells us the adult learning is different from how we learned as children. When we were children our learning experience was planned for us, reading, writing and arithmetic the application for life essentials. We did not make our own decisions about our education. As children we just wanted to get through with school. As adults we are making our decisions ourselves in regards to life experiences. As adults we have to have a reason for learning a specific item. According to Dr. Knowles “adults are most interested in learning those things which have immediate relevance.” (The Journal of Continuing Higher Education 59: 166) The right now effect.
Dr. Knowles presents his theories to students through an Undergraduate Interdisciplinary Studies Degree Program. This program was developed in the mid 1990’s at the University of Southern Mississippi after research was done it was found that higher education was not meeting the needs of its students. In his teachings, Dr. Knowles stated that adult learners are more task and goal-oriented. If you present theories without reaching the adult learner this could cause the adult learner to become frustrated and end up not completing the degree program. Dr. Knowles states that the program became successful because they believed in treating the students like adults. By treating the students as adults, it helped the students to take control over their education by participating in the development of their coursework. By giving the students more ownership in their degree process, there were fewer changes in majors and the students were more interested in completing their degrees.
Both articles presented sound information regarding adult learning. Based upon the two articles, each adult have different ways on how information is absorbed. From the narrative theory were our mind develops stories for our brain to comprehend what is being taught or presented to us, or to our life experiences. The adult is forever learning. We know as adults we have set goals and tasks for ourselves, how we perceive to act upon these goals makes the difference.

Reflection
There are many different kinds of adult learners throughout the United States.
These learners are considered to be the non-traditional learners. There is the adult learner who has never entered college life just have a GED or diploma and decided to enter college in search of a degree plan. There’s the adult learner, who would be considered the workplace learner because they are going back to school to either increase their skill level for the new job promotion or due to loss of employment and the need to learn a new skill or better the skills they possess or you could be that adult learner who decided to join the military right after graduating high school and now you are no longer in the service and deciding you want to attend college. For myself, I am the workplace learner. Recently let go from my employer I find myself returning to school in hopes of a degree plan that would better my skills as well as increase in income to take better care of my family. As the adult learner I find myself getting frustrated or discouraged because I wonder why I have to do a particular assignment I want that “immediate relevance” but I press forward because I know that in the end my degree would be worth it after all. So no matter which type of adult learner you may be, keep in mind that adult learning process is forever changing. Just take your adult learning one step at a
time.

References
Merriam, Sharon B. (2008) Adult Learning Theory for the Twenty-First Century, Chapter 9: 93-98
An Application of Knowles’ Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program, The Journal of Continuing Higher Education (2011) 59:161-166, DOI:10.1080/07377363.2011.614887 An Application of Knowles’ Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program