Applying Adult Learning Theory in Practice

I decided to take EAD 861 - Adult Learning as an elective toward my Master of Arts in Educational Technology. The classes required in my program were exciting and beneficial but veered more toward pedagogy than andragogy. My current work context of managing a manufacturing facility and retail stores requires me to work with adult learners daily, so I was very interested in taking this class.

I learned many things throughout the Fall Semester of 2023 while taking EAD 861. Although I had exposure to traditional learning theories, I developed a deeper understanding of Behaviorism, Humanism, Cognitivism, Constructivism, and Social Cognitive Theory through readings by Sharan Merriam and Laura Biereman, Dorothy Mackeracher, and Tonette Rocco et al.I would place myself in the Humanist camp when it comes to learning for adults, but also believe that all learning theories are valuable and applicable in one way or another in adult learning. As an adult learner and someone who helps adult learners, I want to have agency in my learning and want my adult learners to have agency, as well. Adult learners will be engaged and motivated in learning if they have a say in what and how they are learning (Bowling & Henschke, 2020). In the future, I will take more time before designing learning experiences to survey learners to ensure the content and andragogy will apply to them and their unique needs.

I also learned about adult learners' challenges that can impact their ability to access learning or learn (Rocco et al., 2020). I come from a privileged position of being white, middle-class, and English-speaking. Race, ethnicity, where someone lives, what language they speak, and many more factors can cause barriers to learning. Going forward, I must be constantly aware of these differences and consider them when designing and facilitating learning programs. I want to take into account as much as possible about learners to provide the most inclusive learning opportunities. Working with a large native Spanish-speaking employee group, I must consider their language and cultural differences.

I learned about andragogy and the difference between pedagogy. Andragogy differs from pedagogy in several ways, including that adult learners are "self-directing" and driven by "internal motivation," have a …" reservoir of experience, which is a rich resource for learning," and are "...more problem-centered than subject-centered in learning" (Knowles, 1980 as cited in Merriam & Bierema, 2020, p.47). I see all of these characteristics in myself and other adult learners. I chose to go back to school and have created a goal of earning a master's degree and schedule to hit that goal. Throughout my classes, I have reflected on my experience in the workplace to relate class topics to my experience, and the skills I've learned have been immediately applicable to my job. In my teaching, I will ensure that topics covered immediately apply to learners and center around problems in their daily lives and work.

I have mastered the basic understanding of pedagogy and how to apply the principles to my teaching. However, I have gained knowledge in the topics above that I can apply now and throughout my career. Seeing myself as a "lifelong learner" (Boucouvalas, 2020, p. 48), I will periodically review the readings and theories from this course going forward. In addition, I will seek out current topics and research on adult learning to stay abreast of anything I can learn or apply to my teaching. As time goes by, my experience changes, the world changes, and I must grow and evolve to continue learning and to help learners.

References

Boucouvalas, M. (2020). Lifelong learning. In Rocco, T. S., Smith, M. C., Mize, R. C., Merriweather, L. R., & Hawley, J. D. (Eds.). The handbook of adult and continuing education (pp. 47–60). Stylus Publishing, LLC.

Bowling, J., & Hensche, J.A. (2020). Pedagogy and Andragogy. In Rocco, T. S., Smith, M. C., Mize, R. C., Merriweather, L. R., & Hawley, J. D. (Eds.). The handbook of adult and continuing education (pp. 158–167). Stylus Publishing, LLC.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York: Cambridge Books.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons. 

MacKercher, D. (2004). Making sense of adult learning. (2nd ed.). University of Toronto Press.