Adult Learning Theories

Adult learning theories signify the concept that children and adults learn contrarily from each other. For example, children's learning orientation is focused on basic knowledge foundation while adults obtain continuous learning depending on their needs and desires. Adult learning theories are prominent in the workplace, where managers implement different tactics to effectively train their employees. Andragogy theory is a founding concept to various adult learning theories, and this paper will discuss the six components of andragogy as it pertains to adult learning. Transformational learning is a very recognized framework in adult learning. However, there are still challenges that organizations experience in using transformational learning in the workplace. This paper aims to address and provide solutions to the transformational learning implementation issue and the overly rational adult learning framework.

Andragogy Concept

            Alexander Kapp, a gymnasium teacher, first used adult education, which is referred to as andragogy. Loeng (2017) argued that the andragogy definition was vague, which subsequently urged Malcolm Knowles to make the term generally recognized in English-speaking environments in 1970. Andragogy emphasized the differences between the learning styles and capabilities of adults from children. Knowles' framework progressed into six various assumptions of adult learning (Mews, 2020). These assumptions are identified as based on the adult learner’s (1) necessity to know, (2) self-perception, (3) experience, (4) willingness to learn, (5) orientation, and (6) motivation.

The Need to Know

Unlike children's learning, adults desire to understand why they are to learn before learning (Knowles et al., 2005). This indication suggests that facilitators must strengthen the adult learners’ value of the teaching or training by explicitly telling them the importance of the training. The need to know is the first assumption in Knowles' theory, which is the first task that teachers, trainers, and facilitators must first accomplish in establishing the learning environments for the adults (Ozuah, 2016).

Self-Concept

Adults demonstrate accountability for their actions and lives (Knowles et al., 2005). This concept signifies that adult learners must be treated as capable individuals, and they can act accordingly. This assumption provides an idea to the teachers or trainers of the type of environment they should create to show their self-directed skills.

Learners' Experiences

Adult learners are equipped with educational endeavors with different proficiencies compared to children learners (Knowles et al., 2005). This conclusion signifies individual differences in upbringing, learning preferences, enthusiasm, desires, curiosities, and ambitions, which provide a larger necessity for individualization. Facilitators can use adult learners’ experiences in determining the best techniques to be used in teaching and training them.

Readiness to Learn

Adults become interested in learning if they realized that what they are going to learn has something related to their current situation. Knowles et al. (2005) stated that adult learners could learn effectively if applicable to real-life situations. Adults desire to acquire knowledge that they can use in their current situation; training concentrated on the future or that does not connect to their present circumstances is less effective.

Orientation to Learning

Life-centered, such as problem- and task-centered, is more useful to adult learners (Knowles et al., 2005). Adult learners prefer to learn tasks that will assist them with overcoming problems in everyday circumstances. Thus, training must be presented in the background of a real-life setting.

Motivation

Adults are more reactive to external influences such as higher pay and better jobs, but literature identified that most effective motivators are internal such as adults' desire for a higher level of job satisfaction and self-esteem.

Transformational Learning

Transformational learning theory is a training method in place-based and practical coursework that recognizes uncertainty as a prerequisite to building constructive shifts in awareness (Wilson, 2020). Adult learners possess varied assumptions, beliefs, and anticipations to comprehend what it is that they will obtain from learning as perceived in their world. Transformational learning is the progression of profound, practical, and consequential learning outside simple understanding attainment and provisions critical techniques in which learners intentionally create a sense of their lives (Simsek, 2012). Wilson (2020) presented the challenges and the opportunities that are attached to transformational learning.

Challenges and Opportunities

            Using transformational learning requires a high level of collaboration to build a robust curriculum developed by investing time and money to make it beneficial to the learners (Wilson, 2020). The challenge identified by Wilson (2020) is the disorderliness of the classes because of the understanding of the learners' experiences. The organization intends to invest money to discover the best method to enhance their employees' learning abilities, especially learning individual characteristics.

            Choy (2009) conducted a case study to understand Transformational learning in the workplace. The study participants engaged in different communities to perform diverse tasks, the type of training used in Choy's (2009) study comprised probing and receiving explanations, watching and listening, intermingling with others, and retrieving documents. Choy (2009) concluded that after the study, participants became more confident, progressively increased their role in pursuing and retrieving learning support, and demonstrated the training's implementation to their organizational policy and practice. It takes investments –monetary and non-monetary –to get the transformational learning to work, but the return is explicitly beneficial to the organization.

Nevertheless, critics argued that the theory shows an insufficient understanding of learning's social element and that transformational learning is excessively rational. Thus, in practice, adult learning’s environment needed to consider the educator, developer, and learner’s perspectives.

            The educator, trainer, or teacher who implements a transformational learning method must assist learners in being aware of assumptions that lead to the interpretations, habits of mind, or perspectives. Teachers must encourage collaborative activities using authentic situations (Nelson et al., 2009). As an answer to the criticism that transformational learning is overly rational, Zygmunt et al. (2018) urged educators to demonstrate genuine care and connection to them. Educators are recommended to understand the pioneering components of andragogy concepts to implement transformational learning benefits fully.

Conclusion

            Knowles' Andragogy concepts and components are incorporated into Transformational learning to achieve the best learning strategies. Transformational learning is criticized that it ignores the social facet of learning. However, integrating one strategy with another strategy creates a better result. Transformational learning requires much time and effort to be implemented because it involves understanding each learner's perspectives, beliefs, and reasoning. Thus, implementing transformational learning in the organization requires a high level of investment to provide high-quality results.

References

Choy, S. (2009). Transformational learning in the workplace. Journal of transformative education, 7(1), 65-84. https://doi.org/10.1177/1541344609334720

Knowles, M. S., Swanson, R. A., & Holton, E. F. III (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). California: Elsevier Science and Technology Books.

Loeng, S. (2017). Alexander Kapp - the first known user of the andragogy concept. International Journal of Lifelong Education, 36(6), 629-643. https://doi.org/10.1080/02601370.2017.1363826

Mews, J. (2020). Leading through andragogy. College and University, 95(1), 65-68.

Nelson, J., Christopher, A., & Mims, C. (2009). Transformation of teaching and learning. TechTrends, 53(5), 81. https://doi.org/10.1007/s11528-009-0329-z

Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein Journal of Biology and Medicine, 21(2), 83-87.

Simsek A. (2012) Transformational Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. https://doi.org/10.1007/978-1-4419-1428-6_373

Wilson, B. B. (2020). Disorientation as a learning objective: Applying transformational learning theory in participatory action pedagogy. Journal of Planning Education and Research, , 739456. https://doi.org/10.1177/0739456X20956382

Zygmunt, E., Cipollone, K., Tancock, S., Clausen, J., Clark, P., & Mucherah, W. (2018). Loving out loud: Community mentors, teacher candidates, and transformational learning through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127-139. https://doi.org/10.1177/0022487117751640