Adults and young people as learners What are the characteristics of adult and young people as learners? There is no single definition of an adult learner. However, an adult learner is a person that is 21 years and up who is involved in formal and informal learning. Generally in the United Kingdom, an adult is anyone over the age of 18 years of age; however, the term adult learner implies that the individual has not necessarily recently finished mainstream education.
Remember: Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviours and attitudes. Behaviourist theory Giving feedback, whether positive or negative, enables the learner to behave in a certain way. Skinner (1974) believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement follows. If negative feedback is given, the behaviour should not be repeated.
In the context of basic skills teaching, a learner who lacks self-esteem, confidence or motivation, might benefit from this theory as positive feedback would make them feel more confident and valued as a learner. Motivation might come from a more tangible as a certificate of achievement or promotion at work. However, negative feedback could make the learner fearful and unsure of their learning ability; “I can’t do this” behaviour might be displayed, making them disengage from the learning process. Humanist theory
This theory suggests that learning will take place if the person delivering it acts like a facilitator. They should establish an atmosphere in which learners feel comfortable and able to discuss new ideas, if they do not feel threatened by external factors. Rogers (1983), along with others, developed a theory of facilitative learning, based upon a belief that people have a natural eagerness to learn and that learning involves changing your own concept of yourself. In principal, this theory may work with learners who re focused on their goal and confident in gearing the facilitation around their expectations of the learning outcome, rather than a learner who is unsure of their learning goal and the purpose of the learning experience. External pressures to comply might force a learner to attend a course. They themselves might see the course as irrelevant, which might decrease motivation and willingness to participate in the learning process. Cognitive-Gestalt (experiential) theory This theory relates to the importance of experiencing or problem solving and the development of existing knowledge.
The Dissertation on Gestalt Learning Theory
Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The ...
It is based on the idea that the more often we reflect on a task, the more often we have the insight to modify and refine our efforts. Learners who can reflect on their experiences can plan how to do it differently next time. If a learner does not have the cognitive skills to reflect upon their learning, the learning experience would be a negative one, which could make the learner feel inadequate, confused or a failure. It is important to find ways to ensure that learners understand and make sense of what they are learning, rather than just accepting current performance.
Teaching and learning strategies should reflect on-going assessment otherwise this theory would prove fruitless. Motivation Motivation can be divided into two types: * Intrinsic (internal) motivation * Extrinsic (external) motivation Many factors affect a learner’s motivation to work and learn. Some learners learn because they are interested in the subject and learn from their own fulfilment (intrinsic).
Others learn because they want to obtain promotion or status at work (extrinsic).
For some it’s a way to engage with and form friendships with others.
As a tutor it’s important to help motivate each learner by treating them with respect and as individuals, recognising their individual needs and desires to learn. Vary the delivery styles to reach all motivational needs by making it relevant and fun. Encompass and generate discussion to help forge friendships and relationships within the group. Give on-going constructive feedback to ensure all learners feel valued, particularly to those whose motivation to learning is extrinsic. Barriers to participation/learning
The Essay on Learning from a New Experience
As human beings, we learn most of the things that we know from experience. New experiences give us new knowledge, enabling us to correct our mistaken beliefs in the past and to increase our awareness. It is only proper to open ourselves to new experiences so that we can be able to acquire better knowledge and to align our actions and thoughts with the right things in life, making us better ...
Attitudes to learning are often based upon; previous or current, life or learning experiences. Examples of some challenges and barriers include: * A learner with a disability could feel excluded or isolated * Personal/Work circumstances * Timing issues e. g. childcare or transport issues * Previous experience gained from learning * Low self-esteem and confidence levels Ways to overcome these challenges may include: * Adapt teaching methods and resources where necessary, to suit particular learning needs e. g. isual or hearing impairment (seating layout of environment) and value the contribution of all learners * Have support strategies in place e. g. one-to-one support or ask learners if they would prefer an earlier or late start time * Presentation methods; plan carefully to make learning interesting and fun, use various teaching methods to encourage a positive learning outcome Key differences between pedagogical and andragogical models of learning A pedagogical approach is mainly tutor centred – the tutor does most of the talking and the learners usually listen.
The tutor directs the learning, although the learner may not have a say and their (the learner) preferred learning style may not have been considered. A carry on andragogical approach, places more emphasis and onus on what the learner is doing, they might carry out tasks and learn new skills and knowledge for themselves. This model of learning is seen as learner centred. They can, therefore, ensure they are learning in a way that suits their preferred learning style. Acknowledge the preferred learning style of your student We have explored the general principals that apply to how adults learn.
The Term Paper on Benefits Of E-learning
E-learning has definite benefits over traditional classroom training. While the most obvious are the flexibility and the cost savings from not having to travel or spend excess time away from work, there are also others that might not be so obvious. For example: It’s less expensive to produce – Using Trainersoft’s authoring software to produce your own asynchronous training ...
Bearing these principles in mind, we can all appreciate that, as individuals, we all have different preferences on how we approach new learning. For instance, some people are active learners; they like to be constantly challenged, can think on their feet, enjoy the challenge of being thrown in at the ‘deep end’, learning best from practical exposure, trial and error and direct experience. Other people are more reflective learners; they need time to plan, prepare, research. They also need to have time to reflect on their learning, before being confronted with a new challenge.
Others are more theoretical learners and are stimulated by abstract ideas and concepts; they like to consider numerous viewpoints and theories before selecting options and approaches to a task. They learn through observation, discussion, analysis and enjoy logical and sophisticated reasoning. Whilst others are pragmatic leaners; they enjoy learning from qualified demonstration and need to see the practical advantage of all that they are doing. They need to know that what they are doing works and is realistic.
