PRINCIPLES OF ADULT LEARNING TO LEARNING GROUP

Principles Of Adult Learning To Learning Group

Principles Of Adult Learning To Learning Group

1.Introduction

Adult learners have different needs and motivations than students starting their education for the first time. Adult learners look for ways to grow within their careers, and for the new career opportunities that education may provide. This drive may stem from financial needs, or a desire to present an example to their family. Families fulfil an important role key to the success of the adult learner. (Winston 2005: 16-20)

In balancing all of the aspects of their lives, adult learners may look to their family as a source of inspiration or motivation. The adult learner may return to school as part of a drive to better not just themselves, but the life of their family as well. Adult learners, also require relevance in the knowledge they seek. Adult learners seek to incorporate their past experience with new knowledge. (Tinto 2003: 35-57)

Increased self-esteem is both a motivating factor and a result of continued education with adults. We see a feedback loop between the realization that they are capable of learning, and the momentum built as the learning adult starts down the educational path. The adult learner is less likely to just accept what they are being taught, instead they must experience and take an active role in their education. For this reason, traditional teaching methods are less effective with learning adults. There are many factors that motivate the learning adult to not only start, but to continue their education into the future.

This paper will give brief discussion on a particular learning group that I currently teach mathematics, and the ways in which the principles of Adult Learning can be applied to the learning and teaching situation. The group selected is “Group 1”, which includes learners as follows: (Dean 2004: 36-58)

learner must be motivated to learn - motivation can be intrinsic or extrinsic

Giving responsibility for learning motivates students

Learning should take account of individual differences in learner's capacities and styles and be self paced.

Adult education is defined as “ participation in systematic learning activities for the purpose of acquiring new knowledge or skills or changing attitudes or values, by persons who have assumed adult social roles” (Denzin 2008: 15-20). Large numbers of adults seek educational experiences particularly in developed countries. (Winston 2005: 16-20)

In addition, according to Bogdan (2007: 65-74), adults are self-directed learners. Self-directed learning is an “activity for which the learner takes the initiative and responsibility for the learning process” (Bogdan 2007: 65-74). Self-directed learning places the learner rather than the teacher in charge for some or most of the learning process. In order to use the Internet-based materials effectively and move away regarding the teacher as “sage on the stage,” learners must learn to be self-directed and not remain passive receptors of knowledge. The ultimate goal is to increase access to knowledge and help learners to become life-long learners (Denzin 2008: 15-20).

Another characteristic of adult learners is that they are described as ...