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Adult Learning Theories and Principles - Coggle Diagram
Adult Learning Theories and Principles
Transformative Learning (Mezirow, 1975)
Multiphasic
Disorienting dilemma: learner has to reconsider what they think they understood/believed
Self examination: learner reflects on perspective to connect past experiences to current dilemma
Critical assessment of assumptions: learner accepts assumptions may be wrong and are open to unbiased reflection to internalize new information
Plan action: learner can develop strategies to seek out information to understand dilemma
Acquisition of knowledge/skills: learners build and add new information and consider different perspectives to enhance learning
Action: learner actively explores to understand and experience new things
Build self-efficacy: build confidence in beliefs and decisions and put new understanding into practice
Experiential Learning (Kolb, 1970)
Elements
Concrete experience: learner has, or is part of experience
Conceptualization: learners gain knowledge from experience and come to a conclusion about it
Reflection: learner reviews and reflects on experience
Use of knowledge: learners actively apply what they have learned to existing and new experiences
Cognitive Apprenticeships (Brandt, Farmer and Buckmaster 1993)
Phases
Fading: learner support decreases as learner skills increase
Modeling: (behavioural and cognitive): learners observe and hear about activity from others with experience
Self-direction: learners adapt as necessary, increase independence and rely less on experts
Approximating: learners are supported to try activity, reflect on it and compare their knowledge to experts
Generalize: learners relate new knowledge to different situations and ultimately become role models
Andragogy (Knowles, 1968)
Assumptions
Learning is pragmatic: learners naturally want to apply knowledge and learning around specific problems or issues
Immediate relevance: learners want to acquire knowledge that is immediately and obviously relevant
Experience is best teacher: Learners have resource consisting of prior experience to incorporate
Learning is self-driven: learners motivated by intrinsic rather than extrinsic factors
Learner involvement critical: learners do best when involved in the design, implementation and evaluation of programs