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Adult learning theory holds assumptions on how adults learn and also puts emphasis on the value of the learning process. Notably, the theory applies approaches that are collaborative and problem –based as opposed to didactic. It also emphasizes on equality between the learner and the teacher.
The first article focuses on understanding and promoting learning theories. The adult learning theory, andragogy is perceived as self-directed and emphasizes the teachers’ roles as being facilitators. Rogers contributed to the adult and higher education movement on learner self-evaluation in development of andragogy. This focuses on the significance of personal involvement in learning. He believed that teachers should teach through facilitating.
The theory of andragogy has clearly defined the role of learners and teachers. Teachers are required to serve as resource persons, facilitators and process managers in order to maximize learning. This implies that teachers should focus on releasing the energy of learners by motivating them to be self-directed (Merriam, 2008). Self –directed learning is considered an effective model in adult education. This defines the relationship of learners and teachers as helping relationship, as opposed to directing relationship.
The second article focuses on adult learning theory in the 21st century. The author outlines facilitating as a significant aspect in adult learning.
The article has outlined adult learning as characterized of increased attention and also multidimensional phenomenon (Wang, 2012).
Additionally, the theory of adult learning focuses on the individual learner in processing of information, thus enabling the learner to be independent and more empowered. Noteworthy, andragogy involves self-directed learning, which is about, the individual adult learner.
The understanding of adult learning has shifted from individual learner’s perspective to the learner in context. This defined where the learner is situated or in the Socio cultural context.
Importantly, adult learning has been perceived as a multidimensional phenomenon (Merriam, 2008). Over the centuries, adult learning has been perceived as a cognitive process. Recently, many studies have revealed that adult learning is multidimensional which involves a more holistic approach to learning. This includes connection of mind and body and spirituality relationship to adult learning. Another multidimensional aspect in adult learning includes narrative learning where stories give meaning to experiences.
The two articles hold similar perspectives on adult education. These include the aspect of facilitation and self-direction in adult learning. The benefits have been outlined as making the learner more empowered and independent (Wang, 2012). Both articles emphasize on the individual learner in adult education. Therefore, both articles offer a conclusion that adult education focuses on the individual learner and self-directed learning.
The outlined aspects in these articles are applicable to adult learners. These are important to both learners and teachers. They will guide the nature of their relationship and teaching approaches in adult education. The first article offers guidance on how to go about the adult learning. An adult learner should embrace individual learning and self-directed approach of learning. This will promote their personal development thus making them independent and empowered. The article can also apply to an adult educator or teacher who should focus to be facilitators and avoid being information transmitters (Wang, 2012). This will help them to maximize on learning and also form a helping relationship with the students, as opposed to directing relationship.
The second article offers advance on adult education and also emphasizes on facilitating in adult learning. These aspects are significant and applicable to both educators and adult learners. The teachers should embrace facilitating as an approach of teaching to allow personal growth of the adult learners in areas of independence and empowerment. Additionally, the aspect of adult education being multidimensional implies that both learners and teachers should embrace different learning strategies to enhance growth and creativity (Merriam, 2008). The aspect of multidimensional mentioned in this article is story telling. This allows the adult learners to give meaning to their experiences in life. These allow room for creative other creative arts. Such multidimensional aspects make adult learning becomes real experiences thus enhances understanding and growth.
This article has also shifted the focus of adult learning from the perspective of the individual learner to situating learner in a Socio cultural context. This will allow learners to have direct application of their cultural experiences and also learn through other peoples’ cultures (Wang, 2012). This makes learning real and more tangible in terms of comprehending issues of concern. Both the teacher and the adult learner should focus on this aspect of context in order to allow socialization of culture and socialization among adult learners. This will promote harmony and understanding among the learners and teachers.
The two articles are applicable to both the adult learner and the teacher. They both apply to the teacher to embrace facilitating in order to maximize learning. They also apply to the adult learners directing them to focus on self-directed learning in order to develop independence and become empowered. Therefore, both articles have emphasized on the application of facilitating to the teachers in order to maximize learning. They also apply to adult learners to embrace self-directed learning for empowerment and independence.
References
Merriam, S. (2008). Adult learning Theory for the Twenty-First Century. New Directions for Adult and Continuing Education, no 119, Wiley periodicals Inc
Wang, V. (2012). Understanding and promoting Learning Theories. International Forum of Teaching and Studies, 8(2)s
