aspect of learning and theory adult learning
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CRITICAL REVIEW: ADULT LEARNING THEORY
MHR 1053: PHILOSOPHY OF ADULT
LEARNING
MATAHATI MAHBOL MH101097
INTRODUCTION
Adult Learning
Scholars:Lindeman
(1926)Bryson (1936)Verner (1962)
Knowles (1980)Courtney (1989)
Houle (1996)Merriam &
Brockett (1997).
Definition in Technical:
A set of organized activities
carried on by a wide variety of institutions for
the accomplishment
of specific educational objectives.
2 journal research has the
concept of Adult
Learning theory that
been pioneered by Malcom Knowles.
BIBLIOGRAPHIES
JOURNALBoulton-Lewis, G. M., Wilss, L., & Mutch, S. (Jul., 1996).
Teachers as Adult Learners: Their Knowledge of Their
Own Learning and Implications for Teaching. Higher
Education, 32 (1), 89-106. Springer. Retrieved on 2011, 9
October from World Wide Web:
http://www.jstor.org/stable/3447898
• Researchers from Australia• Professionalism : Teacher• Background
Researchers have included the information regarding the assumption and their belief regarding adult learning. In addition, researchers want to compare the results that been obtained by the earlier researcher with other samples of students in higher education. By doing that research, researcher able to discuss and compare the results that have been made about adult learning.
JOURNALHartzell, J. D., Veerappan, G. R., Posley, K., Shumway, N.
M., & Durning, S. J. (2009). Resident run journal club: A
model based on the adult learning theory. Medical
Teacher, 31(4), 156-161. doi:10.1080/01421590802516723
• Researchers from USA• Professionalism : Doctor• Background
They has aware the existing of the multiple format in the journal club for medical resident. Many residents did not satisfy with the current format. This research has adapted with the adult learning theory to emphasize an effective learning environment through the adult learning. After the implementation of the new journal club, residents feel more comfortable in expressing themselves and able to give the full commitment in implement the new format.
Respondents:ADULT
It suitable for adapt the Adult Learning Theory even though
from the different fields.
METHODOLOGY
Boulton-Lewis, G. M., Wilss, L., & Mutch, S. (Jul., 1996). Teachers as Adult Learners: Their Knowledge of Their Own
Learning and Implications for Teaching. Higher Education, 32 (1), 89-106. Springer. Retrieved on 2011, 9 October from
World Wide Web: http://www.jstor.org/stable/3447898
40 students as respondents in
Bachelor of Education course.
Student will asked at the beginning of class to write the statement about
learning
The responses been categorized according to SOLO levels, content of the
statement and comparison of content.
It need to write a statement under
heading “YOUR BELIEF ABOUT LEARNING”
Hartzell, J. D., Veerappan, G. R., Posley, K., Shumway, N. M., & Durning, S. J. (2009).
Resident run journal club: A model based on the adult learning theory. Medical Teacher,
31(4), 156-161. doi:10.1080/01421590802516723
W 1: Journal club
meetingSelect articles
Notify presenters
W 2:Email article to housestaffInvite staff
W 3:Email article to
housetaffHelp resident prepare CAT
Maker
W 4:Journal club
occursElectronic
version uploaded
Timeline for journal club
32 responden
tsOnly 28 answer the
30 question of survey
Using Kaufman (2003) diagram
“Theory to Practical”
Using CAT Maker Software to help in
streamlining the presentation and facilitate question
during the presentation.
RESULT
RESULT
Boulton-Lewis, G. M., Wilss, L., & Mutch, S. (Jul., 1996). Teachers as Adult Learners: Their Knowledge of Their Own
Learning and Implications for Teaching. Higher Education, 32 (1), 89-106. Springer. Retrieved on 2011, 9 October
from World Wide Web: http://www.jstor.org/stable/3447898
SOLO Level Description Number
Presturctural No evidence of any knowledge of the process involved in learning
0
Unistructural Aspect of learning is understood and focused on
3
Multistructural Severel relevant independent aspects of learning are presented. These no integrated into an overall structure
32
Relational Relevant aspects of learning are integrated into an overall structure
5
Extended Abstract
Integrated knowledge of learning is generalized to a new domain
0
Main Categories
Sub Categories Key Term
Belief about learning
• Knowledge• Experience• Understanding
• Information• Growth• Comprhension
Factors influencing learning
• Motivation• Learning environment• Life
• Pressure• Relaxed• Culture
Approaches to learning
• Styles• Information processing• Cognitive• Metacognitive
• Cooperative• Senses• Repeat• Reflect
Learning outcomes
• Skills and facts• Affective• Understanding
• Put into practice• Satisfaction• Insight
RESULT
Hartzell, J. D., Veerappan, G. R., Posley, K., Shumway, N. M., & Durning, S. J. (2009).
Resident run journal club: A model based on the adult learning theory. Medical Teacher,
31(4), 156-161. doi:10.1080/01421590802516723
87.5 % survey was completed
No difference in responses based on resident training year
Optimal characteristics of journal club were that it occurred at noon, once a month
Respondents unanimously (100%) preferred to the new format of journal club
88 % = Increased their medical knowledge85% = Applicable to their patients82% = Used techniques learned in journal club when reviewing the articles92% = Felt having a subspecialty staff at journal club enhanced learning88% = Reported that emailing articles prior to journal club facilitated learning39% = Found CATS useful
ASPECT IN ADULT LEARNING THEORY
Definition
• The behaviourist movement in psychology has looked to the use of experimental procedures to study behaviour in relation to the environment
Learning Theory
• Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner
View of Learning Process
• Change in behaviour
• Stimuli in external environment
Purpose in Education
• Produce behavioural change in desired direction
Educator’s role
• Arranges environment to elicit desired response
Manifestations in AL
• Behavioural objectives
• Competency -based education
• Skill development and training
BEH
AV
IOR
IST
Definition
• Resonates deepest with the experience as an adult learner. It focuses on the learner will find the meaning in what is being taught and being able to apply the new information to examine previous experience.
Learning Theory
• Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne
View of Learning Process
• Internal mental process
• Internal cognitive structuring
Purpose in Education
• Develop capacity and skills to learn better
Educator’s role
• Structures content of learning activity
Manifestations in AL
• Cognitive development
• Intelligence, learning and memory as function of age
• Learning how to learn
CO
GN
ITIV
E
Definition
• It establish the perspectives that an individual has the potential to grow, and further has the desire to grow.
Learning Theory
• Maslow, Roger
View of Learning Process
• A personal act to fulfill potential.
• Affective and cognitive needs
Purpose in Education
• Become self-actualized, autonomous
Educator’s role
• Facilitates development of the whole person
Manifestations in AL
• Andragogy
• Self-directed learning H
UM
AN
IST
Definition
• People learn from observing other people. This approach is a blend of behavioural cognitive and environment frameworks.
Learning Theory
• Bandura, Lave and Wenger, Salomon
View of Learning Process
• Interaction /observation in social contexts.
• Learning is in relationship between people and environment.
Purpose in Education
• Full participation in communities of practice and utilization of resources
Educator’s role
• Works to establish communities of practice in which conversation and participation can occur.
Manifestations in AL
• Socialization
• Social participation
• Associationalism
• Conversation
SO
CIA
L &
S
ITU
ATIO
NA
L
SOLO TAXONOMY
Structure of the Observed Learning Outcomes
Provide the systematic way of describing how a learner’s performance grows in complexity
when mastering many tasks.
PR
E-S
TR
UC
TU
RA
L
Simply acquiring bits of unconnected information, which have no organization and make no sense.
UN
ISTR
UC
TU
RA
L
Simple and obvious connections are made, but their significance is not grasped.
MU
LTIS
TR
UC
TU
RA
L
A number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.
RELA
TIO
NA
L
Now able to appreciate the significance of the parts in relation to the whole
EX
TEN
DED
AB
STR
AC
T
Making connections not only within the given subject area, but also beyond it, able to generalize and transfer the principles and ideas underlying the specific instance.
THEORY TO PRACTICALKAUFMAN, D., 2003
Kaufman, 2003 (Theory to Practical)
CONCLUSION
Knowles theory in Adult
Learning is applicable
when ever it has involved of
the adult
This research will
help in improving
the adult learning
in what ever
fields as long it
has adult in the
society
Different
methodology that
been used in adult
learning research
will have to
us the
Knowles theory as
the benchmark