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