Comparison and Contrast
Adults do not learn similarly with children. They are more sensitive to what they’re able to understand, they distinguish better, and they’re more disgusted to know what to understand. You would see more distinctly how they will profit from what they ask to learn; studying for adults is far more practical than it is for kids. Thus, various experts’ interest in education came up with principles in the forms of theories on how to succeed in teaching adult learners. These theories are referred to as adult learning theories (Chen, 2014). Herein discusses various approaches, including similarities, differences, and how they can be applied practically in real life.
Comparison and Contrast
An educationist developed andragogy theory from the US. He defined it as the art and science of adult education. He argued that adult learners do not learn similarly to children, as explained in pedagogy theory (Taylor & Laros, 2014). Unlike other ideas, this theory differentiates itself from how children learn. For example, whereas children learners are dependent, adult learners are self-directed and independent. Adult learners are self-motivated and interested in learning for the sake of learning. Also, adults are interested in learning things that have an immediate impact on their lives. Like all the other theories, the proponents hinged their arguments on improving adult educationists’ learning skills.
On the other hands, self-directed learning has been described as a mechanism in which learners, with or without the support of others, take the initiative to determine their educational needs, to establish learning objectives, to define training opportunities, to select and enforce adequate learning strategies, and to review learning performance (Hammond & Collins, 2013). Contrary to other theories, this theory is primarily suited for self-motivated learners. Learners diagnose learning needs, identify resources, implement learning, and examine the results. An example of self-directed learning is a child asking the immediate caregiver the name of a picture he/she see in a book when flipping pages.
Transformative learning is one learning philosophy pioneered by Jack Mezirow. This theory focuses in particular on adult and young adult education. Transformative learning is often referred to as transformative learning, which emphasizes learners are becoming willing to change their understanding of new knowledge (Christie et al., 2015). Contrary to other theories, this learning technique is designed to help learners solve a disorienting dilemma that impedes their earlier beliefs and views. Besides, the idea can change how a person behaves, interacts, and solves problems. A contemporary example of transformative learning is using video rooms to discuss with other learners.
Problem-based learning theory is a form of learning. The use of abstract situations in the physical world enables the pupil to grasp ideas and values rather than explicitly address facts and concepts. This theory fosters the growth of critical thinking, problem-solving, and leadership skills, besides course material. They will also provide resources for group work, study, and personal development and find and review materials (Savery, 2015). An example is when a learner critically thinks about a problem and comes up with ways of solving the issue. Similarly to problem-based theory, this learning principle influenced the development of Neuroplasticity. This occurs as new skills are acquired on how to solve things.
Experience-based learning. David Kolb is considered an expert on experience learning philosophy. Experience-based education concentrates on the premise that experiences are the best way to learn. These experiences are then mirrored in your head and help keep you updated and recall facts (Coulson & Harvey, 2013). Unlike other theories, the learner is at the center of the learning process. Individuals learn by doing, and learning happens through an active process of doing and reflection. For example, students visit game parks to see and learn about wild animals instead of theoretically learning in class. Also, science students going to the laboratory for their practical lessons is a form of experience-based learning. This theory share similarities with Problem-based theory in a sense it relates to the Neuroplasticity of learners.
Description of Neuroplasticity about the above theories
Concerning andragogy, the core facts are that it helps advance Neuroplasticity since the adults must retain a memory of what they have learned. Also, they must have the cognitive ability to learn and apply (Guglielman, 2012). Concerning transformational learning, Neuroplasticity advances as students engage in complex analytical, analysis, and evaluation processes. In self-directed learning, learners initiate the learning process. Their brains develop on how to create strategies and complete them (Guglielman, 2012).
On the other hand, experience learning improves learners’ Neuroplasticity as they engage in experience and reflection. Their brains improve in terms of systematic thinking. Lastly, problem-based learning enhances Neuroplasticity by helping learners continuously develop the capacity to solve problems (Guglielman, 2012). They become critical thinkers, a skill that is essential in solving problems.
The use of discussion in the above theories apart from andragogy
The discussion on self-directed learning is used in triggering learners to be initiative in life. This concept equips them with leadership skills on initiating ideas, plans, and following the due process to ensure that those plans are implemented. The discussion on the transformative is ideal in helping learners change their perceptions. It expands their scope of thinking and ability to accept change. You know might be challenged in life, and understanding critics will help learn to take criticism as a positive element in life. The discussion on problem-based theory can be used to help learners deal with problems directly. Learners’ problem-solving skills are developed, which is vital in dealing with life challenging situations. Lastly, learners’ discussion on experiential learning can be used in a discourse by arguing empirically based on facts and reality. Experience can help learners’ standout in any forums of discussions.
Brookfield’s discussion and learning theories
Brookfield’s discussion on critical theory is hinged on the concept that human thinking determines the outcomes. That is success or failure and how we perceive the world. His arguments aim to incite educators’ minds in the adult education context (Chen, 2014). Brookfield sought to put critical thinking back in the tract as a prerequisite requirement for adult educators. In terms of experience, base learningBrookfieldcussion aligns with how experience teaches learners to think critically. This is synonymous with problem-based learning, whereby learners have to think critically to solve life (Chen, 2014). critically must problem-based practices are applied in transformative learning to ensure that as the new knowledge is impacted to replace learners’ perceptions on specific issues, it should be done professionally.
Evaluation of adult learning theories in practice
The theories have been practically applied in various environments of learning. For instance, action learning theory was used by Florida Power and light to solve the problem of converting energy into electricity (Merriam & Bierema, 2013). A team was called to diagnose the problem together and came up with a long-lasting solution. Problem-based learning was applied in Sweden Construction Company that has a problem in reducing projects’ time frame. The software was installed, and they learned it by using it. Self-directed learning was used by an e-learning specialist from the University of Manchester (Merriam & Bierema, 2013). Through her research, she found that she could use the iSpring suite to develop various forms of e-learning.
The advantages, disadvantages of adult learning instructional approaches.
The advantage of self-directed learning is that you don’t spend money on the tutor, and you choose your own time and pace of knowledge. Also, it can take place anywhere or in the comfort of your house. The disadvantages are that one might fail to observe self-discipline and lacks transformational power. It also evolves slowly, lacks trainers’ inputs, and has no peripheral benefits (Hammond & Collins, 2013). The advantages of problem-based learning are that it helps develop long-term retention of knowledge and allows learners to learn from various instruction types. Also, the engagement is continuous. Learners develop transferable skills, improving interpersonal skills and teamwork. Disadvantages include, the learner can perform dismally on an exam, and learners lack preparedness and have a varying degree of applicability and relevancy (Birgili, 2015). Advantages of experiential learning include the power to speed up the learning process, offer a safe environment to learn, provide accurate assessment results, enable personalized learning, harmonize the gap between theory and practice, and increase engagement. Disadvantages include; the variations in cultural life and circumstances are not taken into account in experimental learning, and they cannot better understand and clarify changes and new experiences (Efstratia, 2014). One significant advantage of transformative learning is that it profoundly influences the learner over his life if integrated into everyday activities. It helps to create confidence in people to deal with daily challenges. On the other hand, according to Illeris (2014), one drawback of this theory is evoking negative feelings, which can be demonstrated by repressed thoughts, student burnout, or a misunderstanding of the wrong touch.
Formal, informal, and non-formal learning environments
The formal learning environment is followed by education systems all over the world. They strictly follow the syllabus and all books approved by the education departments through the government. Learning outcomes are measure through examinations and other forms of assessment (Laal et al., 2014). For example, when adult migrants take a course in their host culture, they engage in formal learning. The trail follows a curriculum that defines the communicative repertoire to be accomplished by active learners because it is focused on analyses of their needs.
On the other hand, informal learning occurs outside schools and colleges and stems from the learner’s engagement in events, not learning. Informal learning is accidental and an integral part of everyday life (Laal et al., 2014). Lastly, non-formal education takes place within community settings outside the formal learning environment with some organizational background. It results from the learner’s intentional effort to master a specific task, talent, or region and is thus the product of deliberate endeavor. However, a structured program or external accreditation and assessment does not need to be pursued (Laal et al., 2014). For example is; small children’s swimming lessons, sporting clubs of all sorts, gatherings of workshops, discussion groups, amateur choirs, and orchestras.
Application of experiential learning
As a course tutor in a district college of hospitality would apply experiential teaching when teaching learners how to make various cuisines. This method is significant because it aligns with the fact that knowledge is created through experience. Given the nature of the hospitality industry, applying experiential learning is more comfortable as it enhances success. For instance, I would first take my students through the recipe’s theoretical steps to cook Sesame chicken. Afterward, I would take them to the college kitchen and ask them to cook Sesame chicken using the classroom’s efforts. This would give them a chance to experience reality. These experiential methods help students apply practical knowledge based on experience working in various fields (Kolb, 2014). The cooking experience will also serve as problem-based learning for students with difficulties understanding how to cook.
This experiential-based learning will enhance neuroplasticity development. This is made possible because the learners’ brains have fed with new information based on experience. Experiential learning allows Neuroplasticity to occur by allowing the brain cells to change and reorganize themselves upon being provided with further information (Miller, 2016). This helps students to remember practical experiences and apply them when employed.
Conclusion
Much has been discussed in the paper about adult learning theories. In areas that those theories have been put into practice, a lot in learning has been achieved. The document has discussed various approaches in terms of similarities and differences. The discussed theories include andragogy, self-directed, transformative, problem-based, and experiential learning. Likewise, a discussion of those theories against the Neuroplasticity of the brain has been provided. The applicability of experiential learning has been discussed. I want to deduce that if we understand how adults learn, we can create learning experiences that make learning easier. The more we can prepare adults to participate in today’s world is an accurate and interactive way. For instance, given our rapidly evolving environment where knowledge saturation is a daily reality, we must foster self-orienteered lifelong learners. Through work in situational learning, we also know that education is maximized in ways that are as ‘authentic.’ We will need to develop analytical thinking skills to encourage disparity analysis and how power structures interlock what learning resources are open to and for whom. Finally, since the brain’s Neuroplasticity decreases with age, understanding these theories should be a prerequisite for all teachers imparting knowledge on old learners. This will ensure that their minds will understand, retain, and apply the developed knowledge in solving real-life situations despite their age.