Adult Learning Today
Adult Learning Today
December 2, 2012
INFT 101
Summary
Adult learning has become the number one priority in everyone’s lives. The motivation and drive that is brought on by dreams and goals is phenomenal. Adult learners must be motivated to want to further their education. “Back in the 20th century various individuals, such as John Dewey, Eduard Lindeman, and Martha Anderson all pursued theories about Andragogy which was first used by Alexander Kapp in 1833” (Abela J, 2009). Andragogy means man and was used to describe the educational theory of the Greek philosopher Plato. Adults engaging in continuing education were studied in this theory. Andragogy assumes that “adults are independent, have various experiences, are motivated by internal drives, and integrate their learning into everyday life” (Abela J, 2009). It is easier to learn and teach when it is something that is well known. This article covers Andragogy learning theory because it is used now a day more than ever. The drive that keeps continuing education is oneself. The drive to motivation is based off of the Hierarchy of needs: self-actualization, esteem needs, social needs, safety needs, and physiological needs.
The role of educators is the catalyst for motivation. It is easier to learn when the person teaching is knowledgeable and cares about the education aspects. However, reflection and motivation are insufficiently addressed by this concept. Learning activities should address the knowledge, skills, and attitudes to what is needed to become knowledgeable in retaining the information. Feedback when learning new information becomes an important role so that one may know whether the information is being comprehended as well as being retained for further use. Adults find motivation within the demands and desires of their lives, in providing for themselves and for their families, and in satisfying personal dreams and ambitions. Motivation may also come from inside a person or the surrounding
December 2, 2012
INFT 101
Summary
Adult learning has become the number one priority in everyone’s lives. The motivation and drive that is brought on by dreams and goals is phenomenal. Adult learners must be motivated to want to further their education. “Back in the 20th century various individuals, such as John Dewey, Eduard Lindeman, and Martha Anderson all pursued theories about Andragogy which was first used by Alexander Kapp in 1833” (Abela J, 2009). Andragogy means man and was used to describe the educational theory of the Greek philosopher Plato. Adults engaging in continuing education were studied in this theory. Andragogy assumes that “adults are independent, have various experiences, are motivated by internal drives, and integrate their learning into everyday life” (Abela J, 2009). It is easier to learn and teach when it is something that is well known. This article covers Andragogy learning theory because it is used now a day more than ever. The drive that keeps continuing education is oneself. The drive to motivation is based off of the Hierarchy of needs: self-actualization, esteem needs, social needs, safety needs, and physiological needs.
The role of educators is the catalyst for motivation. It is easier to learn when the person teaching is knowledgeable and cares about the education aspects. However, reflection and motivation are insufficiently addressed by this concept. Learning activities should address the knowledge, skills, and attitudes to what is needed to become knowledgeable in retaining the information. Feedback when learning new information becomes an important role so that one may know whether the information is being comprehended as well as being retained for further use. Adults find motivation within the demands and desires of their lives, in providing for themselves and for their families, and in satisfying personal dreams and ambitions. Motivation may also come from inside a person or the surrounding
Cited: Abela, J. (2009). Adult learning theories and medical education: a review. Malta Medical Journal, 21(1), 11-18. Merriam S (2008). Adult Learning Theory for the Twenty-First Century. Pg. 119.