Theme 3: Adult Learning
Adult
Learning is a theme that emerged as I reflected on my selected course materials. This section of my portfolio showcases course
materials in which adult learning theories, principles, and practices play a
significant role.
There are many theories and approaches to adult learning, but most agree that adults learn best when they are engaged in active, self-directed experiences, relevant to their work or personal life, and reflect on new experiences in comparison to prior learning. Gailbraith and Fouch (2007) describe that, “Adult learning can be formal or informal, and is usually motivated by individual transitions and experiences” (p. 36). For example, adults may participate in formal learning to advance in their careers, but in informal learning to improve family life or health.
Adult learning is also influenced by social, emotional, developmental, and situational variables, as well as motivation and learning styles. It is best practice for training and development professionals to utilize a variety of adult learning methods and techniques, and appreciate that adults have a lifetime of experience and acquired knowledge that influence their learning (Merriam, Caffarella, & Baumgartner, 2006). Imel (1988) states, “A climate in which adult learning flourishes provides the opportunity for adult learners to have ownership, to participate, and to feel that the activity is related to their needs” (p. 3).
Theme 3: Adult Learning course materials with narrative statements can be accessed from the 'Coursework' section of the navigation panel or the links below.
Coursework with Reflective Statements:
Adult Learner Interviews provided me with an opportunity to learn more about adults as learners from the perspective of the learner. I interviewed two adults about their formal, nonformal, and informal learning experiences; how they gave meaning to these experiences; and, whether learning and motivation styles influenced their learning.
Evidence of Participation allowed me to organize, reflect on, and analyze my learning from participation in discussion forums. I provided evidence of linking adult learning literature with my prior learning experiences and professional practices, posed challenges, presented alternative perspectives, and shared resources with my peers.
Case Study Training Approach (group project) enabled me to learn more deeply about a common adult learning theory and a specific training approach. I learned how case studies can be used to ensure that the goals and objectives of performance-based training are achieved and implemented into everyday work practices.
Review of Qualitative Research Article exposed me to a recent study on how adults in corporate settings learn from self-paced technology-based training relevant to their job responsibilities. The study results revealed that adults used self-assessment and self-correction more often than other learning strategies, and that learning occurred both during and after training.
Working with Subject Matter Experts (SMEs) provided me with a set of guidelines for working effectively with people who possess the knowledge or skills that need to be included in instructional materials, workplace training, or performance improvement solutions. Reviewing basic adult learning principles with SMEs is a way to build a rapport and gain their confidence.
There are many theories and approaches to adult learning, but most agree that adults learn best when they are engaged in active, self-directed experiences, relevant to their work or personal life, and reflect on new experiences in comparison to prior learning. Gailbraith and Fouch (2007) describe that, “Adult learning can be formal or informal, and is usually motivated by individual transitions and experiences” (p. 36). For example, adults may participate in formal learning to advance in their careers, but in informal learning to improve family life or health.
Adult learning is also influenced by social, emotional, developmental, and situational variables, as well as motivation and learning styles. It is best practice for training and development professionals to utilize a variety of adult learning methods and techniques, and appreciate that adults have a lifetime of experience and acquired knowledge that influence their learning (Merriam, Caffarella, & Baumgartner, 2006). Imel (1988) states, “A climate in which adult learning flourishes provides the opportunity for adult learners to have ownership, to participate, and to feel that the activity is related to their needs” (p. 3).
Theme 3: Adult Learning course materials with narrative statements can be accessed from the 'Coursework' section of the navigation panel or the links below.
Coursework with Reflective Statements:
Adult Learner Interviews provided me with an opportunity to learn more about adults as learners from the perspective of the learner. I interviewed two adults about their formal, nonformal, and informal learning experiences; how they gave meaning to these experiences; and, whether learning and motivation styles influenced their learning.
Evidence of Participation allowed me to organize, reflect on, and analyze my learning from participation in discussion forums. I provided evidence of linking adult learning literature with my prior learning experiences and professional practices, posed challenges, presented alternative perspectives, and shared resources with my peers.
Case Study Training Approach (group project) enabled me to learn more deeply about a common adult learning theory and a specific training approach. I learned how case studies can be used to ensure that the goals and objectives of performance-based training are achieved and implemented into everyday work practices.
Review of Qualitative Research Article exposed me to a recent study on how adults in corporate settings learn from self-paced technology-based training relevant to their job responsibilities. The study results revealed that adults used self-assessment and self-correction more often than other learning strategies, and that learning occurred both during and after training.
Working with Subject Matter Experts (SMEs) provided me with a set of guidelines for working effectively with people who possess the knowledge or skills that need to be included in instructional materials, workplace training, or performance improvement solutions. Reviewing basic adult learning principles with SMEs is a way to build a rapport and gain their confidence.