Week 3 Discussion: Adult Learning Theories

Week 3 Discussionadult Learning Theories

Respond to the following: · Watch the video below titled, “Andragogy (Adult Learning)" · Next, from the readings and video, use Knowles’ six (6) assumptions about adult learning to critique one (1) course or class in which you recently participated as either a student or instructor. · Determine which, if any, of Knowles’ assumptions were used in designing and delivering the instruction. Provide one (1) example from the instruction for each assumption used. If none of Knowles’ assumptions were used, speculate about the possible reason(s) for not using his assumptions.

Paper For Above instruction

Adult learning theories, particularly Malcolm Knowles’ model of andragogy, provide essential insights into designing effective educational experiences for adult learners. Recognizing and applying the six assumptions about adult learning can significantly enhance the relevance and engagement of instructional methods. This paper critically analyzes a recent professional development course I participated in, examining which of Knowles’ assumptions were incorporated and providing examples to illustrate these integrations or the lack thereof.

To begin, it is vital to understand Knowles’ six assumptions about adult learners. These are: (1) adults need to understand why they are learning something; (2) they have a wealth of experience that can serve as a resource; (3) they are most interested in learning subjects that have immediate relevance; (4) they are self-directed learners; (5) they are motivated by internal factors; and (6) they prefer learning that is problem-centered rather than content-oriented (Knowles, 1984). Applying these assumptions to course design ensures that instructional strategies align with adult learners' intrinsic traits, thus fostering better engagement and retention.

The course I recently attended was a professional seminar on leadership development. Overall, the session made use of several of Knowles’ assumptions, though not all were consistently applied. For instance, the instructor clearly understood why the learners were participating, emphasizing the relevance of strategic leadership to current organizational challenges. This aligns with the first assumption, which highlights the need for adults to grasp the purpose of their learning. An example of this was the opening activity, where participants identified specific leadership challenges they faced, grounding the session in real-world problems.

In terms of experience, the instructor effectively utilized the learners’ backgrounds, encouraging sharing of personal leadership stories and insights. This embodied Knowles’ second assumption, which values experience as a resource for learning. Participants contributed diverse perspectives, enriching the discussion and enabling peer learning. For example, a participant with military leadership experience provided case studies from her career, which served as practical exemplars for the group.

The seminar also catered to relevance, illustrating how leadership skills could be immediately applied to participants’ organizational roles. This demonstration aligns with the third assumption, emphasizing the importance of immediately applicable content. An activity involved developing action plans tailored to each participant’s organization, reinforcing the importance of problem-centered learning. Conversely, the course fell short in fostering self-direction; the instructor predominantly used a lecture format with limited opportunities for autonomous exploration, which does not fully embody the fourth assumption of self-directedness (Knowles, 1984).

Furthermore, motivation appeared primarily extrinsic, with the instructor highlighting certification benefits and recognition opportunities rather than internal motivation. This contrasts with Knowles’ fifth assumption that internal motivation drives adult learning. To improve, the course could have incorporated more intrinsically motivating elements, such as personal growth exercises or reflective activities.

Finally, the course was structured around problem-solving scenarios, aligning with a problem-centered rather than content-focused approach. The activities challenged learners to apply concepts directly to scenarios, exemplifying the sixth assumption. However, the course design lacked a focus on fostering learners’ self-management skills, such as autonomous goal setting, which would further adhere to Knowles’ model.

In conclusion, while the professional development course employed several principles consistent with Knowles’ assumptions—particularly regarding relevance and experience—there were notable gaps, especially in promoting self-direction and internal motivation. Recognizing these gaps provides opportunities for future instructional improvement by fostering autonomous learning, intrinsic motivation, and incorporating more learner-centered activities. Applying Knowles’ assumptions systematically can enhance adult learning experiences, making them more engaging, relevant, and effective.

References

• Knowles, M. S. (1984). The Adult Learner: A Neglected Species (3rd ed.). Gulf Publishing.
• Bouchard, J. (2014). Transformative Learning. Transformative Learning – Research Starters Education, 1.
• Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions For Adult & Continuing Education, 89, 3–14.
• Stoica, I. (2015). Adult Learning Theory. Adult Learning Theory – Research Starters Education, 1.
• Weinstein, N. (2015). Experiential Learning. Experiential Learning – Research Starters Education, 1.
• Finley, Janet. (2010, May 17). Andragogy (Adult Learning) [Video file]. Retrieved from STRATEGIC COMMUNICATIONS PLAN Due Week 4, worth 150 points.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (7th ed.). Routledge.
• Tough, A. (1971). The Adult’s Learning Projects: A Constructivist Approach to Educational Practice. Ontario Institute for Studies in Education.
• Tannenbaum, R., & Cerasoli, C. P. (2013). Do On-the-Job Learning and Development Help Employees to Improve Performance? Journal of Management, 39(6), 1524–1552.