Malcom Knowles theory of adult learning
The Andragogy theory by Knowles primarily focuses on adult learning experience as well as effective adult education approaches (Knowles, 1984). The theory contends that adults expect to be accountable for their decisions, and they are self-directed. As a result, adults often design their learning schedules and are encouraged to commit to their studies (Knowles, 1975). Adult education is also collaborative because adults compared to children, like working together and reviewing each other’s coursework with the primary objective of comprehending a subject. Besides, adult learning is rather casual, and grades do not matter, as adult instructors focus on the process rather than the content of the subject (Knowles, 1984). Therefore, strategies such as self-evaluation, simulations, role-playing, and case studies are integral.
The theory is based on four main principles. These principles include: adult learning is not content-oriented rather problem centered; adults prefer subjects that exhibit immediate impact on their personal life or job; experience as well as making errors forms the basis of their learning, and adults must be taken into consideration in the evaluation and planning of their instruction(Knowles, 1975). These principles were evident in the Theoretical Foundations for Nursing Roles and Practice class. For instance, the course contents applied to my personal life and will inform various elements of my future job. For instance, the course entails learning various conceptions including contemporary influence on the nursing profession and professional nursing role concepts. The course further evaluates the importance of nursing as a practice, theory, or science as well as the application of nursing roles to leadership, research, and practice. The use and structure of the nursing theory is also discussed. Additionally, the course content provided me with an opportunity to discover different elements of my life and guidance my actions. Besides, most of the instructions were task-oriented, which made the learning process more effective and interesting.
References
Knowles, M. (1975). Self-Directed learning. Chicago: Follet Press.
Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.
Knowles, M. (1984). The adult learner: A neglected species (3rd Ed.). Houston: Gulf Publishing.
