Adult Learning- Final Exam. Elizabeth Guerrero EAD 861. Michigan State University

Transcription

1 Adult Learning Final Exam 1 Adult Learning- Final Exam Elizabeth Guerrero EAD 861 Michigan State University

2 Adult Learning Final Exam 2 Adults as Learners Question 1 An adult learner is anyone who can determine their own goals, engage in selfdirected learning, and use their life experiences as a resource for learning. Adult learners usually have pragmatic, focused reasons for participating (Kerka, 2002) in learning experiences and determining learning goals. Brookfield states, self-directed learning describes the process by which adults take control of their own learning, (Merriam, Caffarella & Baumgartner, p.109, 2007) that includes determining learning goals, locating resources, and assessing if learning goals are being met. The nature of adult learning is an active process. The process is active in that it engages and empowers the learner. The adult learner is center in determining learning goals, educated through use of dialogue and group work, and incorporates past experiences into current learning situations. The difference in nature between the adult and adolescence learning process is that the adolescent passive learner receives transmitted knowledge from a teacher who determines learning goals (Kerka, 2002). Knowles sheds light on various differences in learning in his andragogy model when compared to pedagogy. Children and youth often see no purpose as to why they are taking a particular course whereas adults are more goal-oriented and have a greater purpose for taking a course. Children are more dependent on a teacher teaching the subject matter, while adults are more self-directed. Many times first year college students are very dependent on advisors and professors, but yet they call themselves adult learners.

3 Adult Learning Final Exam 3 Motivation of Adult Learning Adults are motivated to learn in very different ways from children. They need a safe learning environment where they can be valued for their individuality and their unique characteristics they bring to their individual and collective learning. Adults draw from past experiences to show connections between real life scenarios and formal course work. Houle identified three motivational orientations: the learning, active, and goal orientation (cited in, Merriam et al, p.64, 2007). The learning oriented learner simply enjoys the feeling of constantly learning. The activity-oriented learner seeks out learning projects for the social value and enjoys being around others. The goal-oriented learner has a specific goal they want met, usually a skill or knowledge related to work. Most adult learners are goal oriented, as was Dr. Aidene Croft in Doctor s on the Edge. During the time of the interview, Dr. Croft was taking a class on alternative therapies. She was uncomfortable prescribing strong medications for minor illnesses, so she became motivated to learn knowledge and skills that would allow her to treat her patients without using unnecessarily harsh drugs (West, 2001). When working with adult learners, knowing which of Houle s categories they best fit into will allow the program or course to be tailored to the greater needs of the group. Given this knowledge in advance will make the process of learning more enjoyable for both the student and the teacher. The majority of adult learners I will be working with would fall into the goal-oriented category as they have a need to gain knowledge to further their life in a career they can attain once they are done in college. I am the middle person for the adults who apply to Michigan State University, in the sense of I help the

4 Adult Learning Final Exam 4 students figure out what they need to do, so that they can get into college and achieve the ultimate goal, which is to graduate and start their career. Learning Process Learning is essentially a matter of creating meaning (Stein, 1998) from life experiences. Adults learn when their beliefs and assumptions are challenged and proved false. I have noticed this with my own experience, when I am wrong about something; I am determined more than ever to learn more about that subject I was wrong about, so that I can prove right. New meaning and knowledge is created when previous knowledge is challenged through life experiences. Knowledge is constantly changing and is subjective and relative to the individual. The socio-cultural environment that an adult lives has a significant influence on how meaning is created. Social and cultural aspects of adult lives such as race, gender, class, and sexual orientation are considered important aspects of development (Imel, 2000). West (2001) shares a story of Dr. Sarah Cotton. Dr. Cotton speaks of the multiple pressures at home. She is of an ethnic cultural background with strong gender role expectation of her as a wife and a mother. Often her private and public roles were blurred as there was a problem with boundaries and patients visiting her home. Her socio-cultural environment significantly influenced how she created meaning from life experiences as she was constantly taking care of family members at an early age and put their needs in front of her own. There are a few characteristics of Kolb s experiential learning theory that I can relate to when I think about facilitating an adult learning experience. The first characteristic is that learning is seen as a process. There is no one event that captures an adult learning experience; rather there are a series of interconnected, interrelated

5 Adult Learning Final Exam 5 experiences that help to foster learning. The second characteristic I relate to is that learning is grounded in experience. Finally, learning is seen as a holistic process of creating knowledge through experiences. Kolb s experiential learning provides a framework that enables adult learners to draw from their past experiences while they are acquiring new knowledge and skills that can be applied in their own work (Merriam et al. 2007). Finally, the movie clip on Educating Rita (class notes, 2007) illustrates the process many adult learners go through as they evolve through their formal education. Rita has trouble adjusting to what is expected of her, but her advisor provides an environment where she is able to develop and ultimately thrive as an adult learner. I thought this to be a good ending example, since I see this happen a lot in the job that I do. The students (adult learners) look for that person to mentor them or be an advisor. I believe it is a comfort aspect that helps them through the first year.

6 Adult Learning Final Exam 6 Different Ways Adults learn Question # 2 Adults learn in many different ways, over the short period of time that we had class, I learned several different ways in which adults learn: formal, informal, non-formal settings, biological age, cultural background, intellect, social role, psychological disposition, experience, transformational and of course theoretical ways of learning behaviorism, cognitivism, humanist theory, social learning theory and constructivism our all ways adults may learn. Why Adults Learn Much of the research performed in regards to participation rates in higher education and educational activities is performed by the National Center for Educational Statistics (NCES). The NCES surveyed adult learners in a total of 8 different surveys. Consistently these surveys showed that adults have multiple reasons for participation in educational activities; however, the most commonly sited reasons for participation were job-related. The importance of employment-related motives in participation in higher education was first identified by Johnstone and Rivera (1965) (Merriam et al., 2007, p. 62). Thirty-six percent of respondents indicated they were preparing for a new job or occupation and 32 percent said they participated in education for the job I held at the time (Merriam et al., 2007, p. 62). The importance of work-related reasons for participation in educational activities was confirmed again in a 1991 survey by the United Nations Educational, Scientific, and Cultural Organization (UNESCO). The survey found that over 90 percent cited career or job-related reasons for participation.

7 Adult Learning Final Exam 7 Another prominent view of an adult s reason for participation in adult education was tested by Aslanian and Brickwell (1980). These researchers set out to evaluate the role life transitions play in motivating adults to pursue educational opportunities. They found that 83 percent of the learners in their sample could describe some past, present, or future change in their lives as reasons for learning (cited in Merriam et al., 2007, p. 63). Life transitions refer to such events as marriage, retirement, job changes, birth of children and so on and where broken down into seven types of transition by Aslanian and Brickwell (1980) (Merriam et al., 2007, p. 63). The seven types of transition are career, family, leisure, art, health religion and citizenship. Supporting the research of the NCES, the authors found that 56 percent of participants in their study cited career as their reason for participating in educational activities. Three different ways Adults Learn The first category I will start with is formal, non-formal and informal contexts. Adults learn in three primary types of settings (contexts): formal institutional settings, non-formal settings, and informal or self-directed contexts (Merriam et al., 2007, p. 29). Formal institutional settings include university settings, literacy organizations and corporate training programs. Non-formal settings are traditional described as learning opportunities outside formal educational settings that often exist to respond to local problems or needs (Merriam et al., 2007, p.30). Informal or self-directed learning is that which is initiated and carried out mainly through the learners themselves. What they learn with in these settings varies greatly and range from learning a skill to learning how to solve a problem with in their community. For example, one person may be enrolled in a university to earn a bachelors degree in education, while another is enrolled at a local

8 Adult Learning Final Exam 8 community college to receive certification in a specialized technical skill like automotive technology, and a third is teaching her-self how to do bead work. Regardless of what adults learn, Johnson and Rivera (1965) found that what adults were learning was largely practical and skill oriented rather than academic: Subject matter directly useful in the performance of everyday tasks and obligations accounted for the most significant block of the total activities adults were engaged in (Merriam et al., 2007, p. 55). Another way that adults learn is through their experience. The role experience plays in how adults learn was first addressed by John Dewey (1938) who postulates that all genuine education comes about through experience (Merriam et al., 2007, p.162). Kolb (1984), building on Dewey and others research, conceptualized a cyclical process that begins with concrete experience and moves through reflective observation and abstract conceptualization to active experimentation. Jarvis expands on the work of Kolb developing a more complex model. Boud and Walker took it even farther by acknowledging, each experience is influenced by the unique past of the learner as well as the current context (Merriam et al., 2007, p. 165). The experiences of adults have always been viewed as a critical component of learning in adulthood (Merriam et al., 2007, p.161). Central to all these researchers is the notion that learning from experience involves adults connecting what they have learned from current experiences to those in the past as well to possible future situations (Merriam et al., 2007, p. 185). While in EAD 861 class, my colleagues and I shared many stories about our experiences and how they have helped us in certain situations that we did not know an answer. As we shared our experiences with one another, it really helped to see how we were learning, not just from our past but also from each other.

9 Adult Learning Final Exam 9 Finally, the third way adults learn is through a socio-cultural aspect. The sociocultural perspective of learning revolves around the social and collaborative nature of learning. Group work allows for the learning process to have these inherently social interactions that helps to shape the nature of learning (class notes, 2007). If participants feel more comfortable in their classroom setting, they will become a more engaged learner, thus moving in the direction of self-directed learners, taking a greater ownership of their learning. In Doctor on the Edge there was a project that was facilitated on learning, among groups of general practitioners working in one area (West, 2001, p.45). Different groups of doctors from various hospitals participated in this study. Many of doctors managed changing roles and challenging patients, and of the meanings they gave to their work (West, 2001, p.48). I though this to be a good example of sociocultural learning, since many of the doctors were from different hospitals, class, and race, but they came together and learned from each other on how to become better self directed learners and practitioners.

10 Adult Learning Final Exam 10 Transformative Learning Question 5 As the name suggests, transformative learning is learning that goes deeper to ones core and fundamentally and dramatically changes beliefs about how we view ourselves in the world in which we live (Merriam et. al., 2007). In short, it transforms us. This transformation can be and is often life altering. Mezirow s theory discusses how Learning is understood as the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one s experience in order to guide future action (cited in, Merriam et al. p.132, 2007). Four common aspects of Mezirow s theory are experience, critical reflection, reflective discourse, and action (Merriam et al., 2007). First, our own life experiences help to create a solid foundation for our future learning. Over a lifetime, these experiences build and become our fountain of knowledge upon which we draw from. Periodically, we open up the fountain and allow the knowledge that we have acquired to flow from our past and intersect with our present to help to shape our current learning experience. The direct connections made from those past life experiences are critical to our thought process and where we are going and how are we going to get there. The second aspect is critical reflection. Once those experiences have been released and allowed to intersect with our current learning we are forced to reflect on how they are interrelated and how they begin to help shape transformation in us. This fundamentally must take place. Critical reflection is described by Brookfield as "learning in which adults come to reflect on their self-images, change their self-concepts, question their previously

11 Adult Learning Final Exam 11 internalized norms (behavioral and moral), and reinterpret their current and past behaviors from a new perspective." (Merriam, et. al, 2007, p.146 ). In King and Kitchener s model, they draw from the work of Perry and the final two stages involve reflective judgment, which is consistent with Mezirow s theory on transformation (Merriam et al, 2007). To think reflectively does not emerge fully formed but develops in a sequential fashion, with earlier stages building on prior stages and laying the foundation for subsequent stages. (Merriam et al, 2007 p. 144). Finally, the third aspect is the notion of rational discourse. Mezirow identifies rational discourse as a catalyst for transformation in an adult that compels them to explore the meaning of their views of the world (Merriam et al, 2007). We have experienced transformative learning when we have been moved to change what we once held true as a belief. Through experience, critical reflection and discourse, one is able to develop a greater autonomy over their own learning, which is a defining characteristic of adulthood. Differences from Traditional Learning Transformational learning is a form of learning that goes beyond simply a classroom setting where a teacher teaches to students who learn the content and show proficiency through a test. There is little self-directed learning in traditional learning, as we look at adult learners, self-directed learning plays a greater role, but it is taken to an even higher level when we speak about transformative learning. It literally changes how we may now feel about a subject that we once felt was grounded for us. Our core beliefs have undergone a dramatic change.

12 Adult Learning Final Exam 12 The adult learner takes full ownership of transformative learning bringing all that they may know through their life experiences. As they draw from them and reflect upon those experiences, they make a deeper connection with their learning and their own self as a person. The change we see in an individual who has experienced transformative learning is life altering. Role Experience Plays in Transformative Learning As adult learners draw from their experiences, construct meaning and reflection, and work toward integrated change in ones self, the teacher can help foster this by providing much more than content. The need for a safe learning environment where mutual trust allows for an open dialogue between and among learners, allows for an environment that could spawn transformative learning (Taylor, 1998). There needs to be balance between a teacher teaching and the student learning. There is a definite connection between the two; however, it is the adult learner who must take responsibility and ownership of their individual learning experience, what would be called self-directed learning. Resolving Problem in Case Study Using Transformative Learning To help Jack and Latitia figure out why individuals who participate in their training sessions do not seem to apply what they have learned to other types of similar problems in their organizations and in their work lives. I have some suggestions on how to resolve the problems with some transformational techniques. The workshop participants seem to resort to former attitudes, behaviors, and processes to which they ve been accustomed instead of using the interest-based bargaining methods taught during the workshop. To promote fundamental change in the learners, I suggest a transformational learning approach be used to conduct the workshop.

13 Adult Learning Final Exam 13 Transformational learning theory seeks to shape a learner so that the learner experiences inherent change in his or her views, beliefs, attitudes, values, and even overall perspective (Merriam et al, 2007). I propose that instead of an eight-hour session in one day that they break the sessions up into four sessions one session a week. By changing the session into four sessions, this change will allow the students time for reflection upon the principles learned in the first class. Research has shown that because of the way memory processing occurs within the brain, particularly, related to learning new material, that learning is most effective when opportunities to apply the new material as soon after the presentation as possible (Merriam et al, 2007, p. 400). It is for this reason that I suggest breaking the class into four sessions so that the participants may return to work the same day of each session and hopefully, apply the newly learned IBB conflict resolution techniques. Also, I think it would be a good idea for Jack and Latitia, to assign the students to write in a journal fifteen minutes each day about how they used, attempted or implemented a method that they learned in the training session attended earlier that week. I have noticed how in EAD 861 when I do my journal it really helps me reflect on what I learned that day and how I can relate it to my life experiences. If no work events requiring IBB conflict resolution occurred, the student should write a brief reflection concerning an IBB principle. The journaling assignments provides an organized method for a student to reflect upon the IBB conflict resolution principles, and perhaps through transformational learning, experience a major shift in handling conflict. Transformational learning is the type of learning needed for an adult to experience change in his/her thinking, views, or

14 Adult Learning Final Exam 14 attitudes. Transformational learning involves rational thought, critical reflection, and reevaluation of assumptions one has formerly held (Merriam et al, 2007). Since Jack and Latitia have observed that participants historically have not changed conflict resolution practices in other work areas beyond contract negotiations, this observation suggest that a participant would benefit from a major change in his or her thinking, attitudes, and possibly beliefs. Because learning a new style of conflict resolution (IBB) involves changing former beliefs and values, transformational learning is necessary so that workshop participants may experience an entirely different way of approaching conflict. They could possibly have group discussions of journal reflections at the beginning of the second and third workshop sessions. This will help the students in the workshop, see what other students are reflecting on and might help them with different approaches they might not have thought of on their own. The fourth session, would be a big reflection with the whole group discussing their journals and what they have learned. Along with journaling, I would add role-playing in a much more detail way then what it is already being utilized. The students would be put in small groups for the four new sessions. Research has found that through situated learning from a socio-cultural situation such as role-playing, students learn through activities (cited in Stein, 1998). The role-players acquire knowledge because the problems are framed in similar conditions as on-the-job (Stein). Through role-playing, the participants will be engaged in complex, realistic, problem-centered activities that provide a way for the IBB conflict resolution skills to be learned. The instructors need to provide a scaffold for the participants through guidance, as needed to help them learn the skills (Merriam, et al. 2007, p.182).

15 Adult Learning Final Exam 15 As participants learn the IBB skills, the instructors can decrease the help given during the role-plays. Through role-playing (and less video clips) Latitia and Jack act as facilitators, as they observe, monitor, and assess learner progress; they should also encourage reflection and help the learners become more aware of contextual cues to aid understanding and transference (Merriam, et al, 2007, p. 181). My Approach to Transformative Learning I am a coordinator for a summer youth program, although, the people that come to my camp are not adults, I do use journaling with the youth, we call it scribble your day away. Everyday the youth have twenty minutes at night to reflect on their day and what they have learned, what they liked and disliked. We then collect the journals and my staff and I read them that same night. We announce a scribble the day away winner, which is a student who has written in great detail, and who has put great thought and reflection on their day. We believe that this encourages the students to write from their heart. Each day that the camp goes by the students reflections become greater. As far as using transformative learning with my staff who are adults, we reflect on the day in a talking circle and this is when the group can talk about anything they like to reflect on. They seem to really enjoy the experience, and they learn from each other on how to improve their mentoring skills.

16 Adult Learning Final Exam 16 References Imel, S. (2000). Contextual Learning in Adult Education. (ERIC Digest No. 12). Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education. (ERIC Document Reproduction Service) Kerka, S. (2002). Teaching Adults: Is It Different? Retrieved May 30, 2003 from ERIC database (Educational Resource Information Center) on the World Wide Web: Stein, D. (1998). Situated Learning in Adult Education. Retrived June 23, 2003 from ERIC database (Educational Resource Information Center) on the World Wide Web: Merriam, S. B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (Third Edition). San Francisco: Jossey-Bass Taylor, E. (1998). The Theory and Practice of Transformative Learning: A Critical Review. (ERIC Digest No. 374). Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education. (ERIC Document Reproduction Service) West, L. (2001). Doctors on the Edge. London: Free Association Books