Learning occurs through a change in that which the learner already knows or does not know. This change is brought about from experience gained by the learner. It happens in the learner’s information processing system.
Distant learning may occur through two types of approach: the learner-centered approach, which places its focus on how people learn, and the technology-centered approach, in which emphasis is placed on the capabilities of educational technology. in the learner-centered approach technology is not ruled out, but is adapted to the learner to assist the learning process (Clark & Mayer, 2011).
Is there a difference between adult learning and that of children? Indeed, there is quite a difference between the way children learn and he way that adults do. Whereas it is natural for children to seek after knowledge, adults are quite the opposite. They usually have to be made to learn. However, many adults welcome the opportunity to pursue learning. Adults tend to take pleasure in learning, not only for the benefit of gaining knowledge, but also for the pleasure that it brings. Educated adults are often most successful in their professional lives and most fulfilled in their personal lives (Rajsky, 2002). In spite of that, however, adult teaching poses quite a few challenges. As with children’s learning, there are many different styles to adult learning, and not every adult does well in the classroom. Some adults learn through hands-on experiences while others learn through problem-solving techniques. Some are considered to be predilection, and must read and write in order to obtain knowledge. In addition, there are many other learning styles, including visual, interpersonal, intuitive, and naturalistic.
Adult learning has both strengths and weaknesses. One of its strengths or advantages is that it caters to the personal and economic well being of people in general. Adult education “builds communities of confident, curious, critical and creative people” (Thompson, R., 2009)
One of its weaknesses is the inability or unwillingness of the adult to ‘unlearn’ or temporarily set aside the old way in order to acquire new knowledge. Another is on the part of the instructor to present the information in a way that every adult student will equally grasp, accept, and assimilate the information.
With its many achievements, and despite its many challenges, adult education may be practically applied to a distance education course development. A typical distant education course of study can integrate multimedia, text, sound, graphics, and animation into one complete system (Sabatini, J. P. 2001).The system can include a video series, workbook, text, and a web site. Coursework may be designed to meet basic adult literacy needs or advanced learning. Also included should be a teacher’s guidebook, for the purpose of facilitating and guiding the students to successfully accomplishing the required or desired results for advancement.
References
Clark, R,C, & Mayer, R. E. (2011). e-Learing and the science of instruction. San Francisco, CA: John Wiley & Sons, Inc.
Rajsky, G. (2002). Adult learning. Products Finishing, 66(5), 90. Retrieved March 29, 2012, from http://proquest.umi.com.ezproxy.liberty.edu:2048/pqdlink?RQT=568&VInst=PROD&VName=PQD&VType=PQD&Fmt=2&did=109343264&TS=1332995526&fromjs=1
Sabatini, J. P. (2001).Designing multimedia learning systems for adult learners: Basic skills with a workforceemphasis. NCAL Working Paper. Retrieved March 29, 2012, from http://www.eric.ed.gov/PDFS/ED451401.pdf
Thomson, R. (2009). Adult learning matters. Adults Learning, 20(9), 8-10. Retrieved March 29, 2012, from http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Adult+Learning+Matters&rft.jtitle=Adults+Learning&rft.au=Thomson%2C+Rachel&rft.date=2009-05-01&rft.pub=National+Institute+of+Adult+Continuing+Education&rft.issn=0955-2308&rft.volume=20&rft.issue=9&rft.spage=8&rft.epage=10&rft.externalDocID=EJ871074
This is a very interesting learning theory. While information may be disseminated the same way to a child and an adult the processing piece is much different between the two students. Adults have a greater wealth of living experiences to apply to education and many times process new information using those past experiences. Since adults so readily pull from their past experiences, setting up adult education courses in distance learning environments can be very effective in applying the learned material to relevant situations of life.
ReplyDeleteI can also see where there could be difficulty in letting go of the past and embracing the new. Many times adults find comfort in doing things the way it has always been done. “Unlearning” could be a difficult task.
Thanks for your response, Cecelia. We know the old adage,"Can't teach an old dog new tricks." So attempting to set up an adult learning program should definitely take these attitudes into consideration (although they manage well to place adults like you and me into compliance, don't they?)I believe the that in this case, success or failure depends very largely on willingness to learn, and cooperation. The same theory would also apply to young adults such as high school dropouts or immigrants who are trying to obtain GED or high school credentials. They must first be willing to learn in order to start working toward success.
DeleteI do appreciate your comments, Cecelia. Thanks again for responding.
Thanks for the information you provided in your post, Seraphine. Adults do have different learning styles that children, and as educators, it is critical that we recognize and adapt to these unique traits.
ReplyDeleteAdults come to the classroom with prior knowledge and the expectation that their experiences will add value to the experience. They seek relevance and opportunity to apply critical thinking competencies to the lessons in which they are engages. With the increased popularity and need for distance learning, it's also important to assure these characteristics are accommodated in the use of technology. Since the adult requires interaction with learning and feedback, as opposed to rewards, the online instructor must utilize the appropriate technology necessary to engage the adult student and create a meaningful learning environment.
I must admit, I had to pause and ponder the statement about adult learners having to be made to learn. Adults seem to learn best when the topic is important to them, especially when it is related to their careers. I do remember former co-workers scrambling to find professional development or graduate level courses to complete their re-certification credit in the past. These were typically people who did not seem "called" to teach. However, in the school I am in now, the caliber of my co-workers is very high, and there are many teachers applying to teach in our school. With the high quality teachers and high competition, I find my co-workers pursue advanced degrees and seek re-certification credit early, rather than waiting. One of our parents recently remarked to me that she had never met a teacher from our school who did not absolutely love what he or she was doing. I can walk into my children's school and see quite a different picture. However, we have been blessed with many teachers who love to teach!
ReplyDeleteOn the other hand, I have been in classes with adult learners who did not complete assignments as instructed, or submitted poor quality work. At first, I was shocked. It shocks me less now. I am a typical over-achiever. I cannot comprehend not giving your best. I try to live Colossians 3:23. It bothers me when my work is less than my best.
As for having to learn new ways of doing things, I have seen both sides of this topic. It bothers me when I hear, "We've always done it this way." I love tradition, but there comes a time when we have to embrace new ways for the good of the Body of Christ. I am mentoring two new virtual teachers. One has many years experience in the classroom. However, she had weak technology skills when we began working together. I was very concerned that I had to teacher her so many things about a computer, from creating new folders and organizing files in folders, to how to set up a simple spreadsheet, and much more. Her attitude was wonderful! She embraced learning new skills and welcomed the challenges. Needless to say, she is soaring now as an online teacher!
It's exciting for me to see people who can apply the ways of the past along with new methods.