Reflections and Advancements of the Adult Learning Theory and How It Can Be Applied
Reflections and advancements of the Adult Learning Theory and how it can be applied
Joshua Thomas
11/30/12
INFT 101
LIBERTY UNIVERSITY
Summary
In this piece there will be two articles summarized .The main points of both articles will be addressed and presented. In ADULT LEARNING THEORY: APPLICATIONS TO NON-TRADITIONAL COLLEGE STUDENTS (Kenner, Cari; Wienerman, Jason) Journal of College Reading and Learning; Spring 2011; 41, 2; ProQuest Central pg.87 ;The authors present ways to best understand and teach entry level adult learners (Kenner, Cari; Wienerman, Jason Pg.87) who are non-traditional college students. They are between the ages of 25 and 50, and share other similarities such as: being independent, being financially stable, and having a full time job. The article goes on to give us a brief history of adult learning theory and how the term andragogy came about. The article tells us that in the 1950’s and 1960’s organizational development teams came up with new models to teach adults. (Kenner, Cari; Wienerman, Jason) There are four principles that characterize adult learners: A. they are self-directed, take responsibility for their own actions, and resist having information arbitrarily imposed on them. B. They have an extensive depth of experience, which serves as a critical component in the foundation of their self-identity. C.They are ready to learn. As most adult learners return to college voluntarily, they are likely to actively engage in the learning process. D. They are task motivated, adult students returning to college attend for a specific goal and the primary component of their motivational drive tends to be internal. (Knowles, 1984) The article next gives us adult learning strategies and presents us with three different metacognitive frameworks. A metacognitive framework in layman terms is simply our learning process. The article
Joshua Thomas
11/30/12
INFT 101
LIBERTY UNIVERSITY
Summary
In this piece there will be two articles summarized .The main points of both articles will be addressed and presented. In ADULT LEARNING THEORY: APPLICATIONS TO NON-TRADITIONAL COLLEGE STUDENTS (Kenner, Cari; Wienerman, Jason) Journal of College Reading and Learning; Spring 2011; 41, 2; ProQuest Central pg.87 ;The authors present ways to best understand and teach entry level adult learners (Kenner, Cari; Wienerman, Jason Pg.87) who are non-traditional college students. They are between the ages of 25 and 50, and share other similarities such as: being independent, being financially stable, and having a full time job. The article goes on to give us a brief history of adult learning theory and how the term andragogy came about. The article tells us that in the 1950’s and 1960’s organizational development teams came up with new models to teach adults. (Kenner, Cari; Wienerman, Jason) There are four principles that characterize adult learners: A. they are self-directed, take responsibility for their own actions, and resist having information arbitrarily imposed on them. B. They have an extensive depth of experience, which serves as a critical component in the foundation of their self-identity. C.They are ready to learn. As most adult learners return to college voluntarily, they are likely to actively engage in the learning process. D. They are task motivated, adult students returning to college attend for a specific goal and the primary component of their motivational drive tends to be internal. (Knowles, 1984) The article next gives us adult learning strategies and presents us with three different metacognitive frameworks. A metacognitive framework in layman terms is simply our learning process. The article