Adult learning involves the education practice of teaching adult. It may be offered through extension schools, community colleges, lifelong learning centers, universities, colleges and in some cases, libraries. However, while education may involve impacting new ideas in students, adult education maybe considered as training and development often associated with professional development of required skills. This in most cases is geared towards achieving of democratic society ready to adapt changes useful for careful evaluation of information.
Since adults have accumulated knowledge, education differs from that of children. Adults have accumulated skills that they add to the learning process. In addition, their learning process is voluntary hence self-motivated. Likewise, the adult students often try to relate their educational experience to their practical situations to ensure effective learning. However, despite this urgency and readiness in learning expressed by the adults, adult learning process is hindered by the lack of development opportunities for adult educators making them use professionals who are not trained to deal with the adult learning process. This paper is therefore to ascertain facts about adult are learning behaviors that include the learning process, learning medium, learning skills and learning motive. (Council for adult education 2008) While conducting the study, I will use adult learning centers and facilities and record, take direct observation and take notes on the actual learning process.
The adult are continuing to become aware and critical of the dilemmas common to the development of adulthood that are often resolved by becoming aware of their decision while critically conscious of how the habit of perceptions, thought of action have defined the way problems relate to the adults. It also revolves around Freire’s belief of ‘problem posing’ that includes making problems that includes constant taking of granted the social roles and expectation and habitual way of carrying out themselves. The resulting transformation in perspective or personal paradigm is what Freire refers to as ‘conscientization’ and Habermas as emancipator action. In asserting its claim as a major domain of adult learning, perspective transformation at the same time asserts its claim as a central function for adult education. (251)
Adult education according to Freira, involves reawakening of consciousness by the adult educators. The learning process in conscientization is seen in a different social context in women’s consciousness raising groups and in college re-entry programs. From our study of this same process in re-entry women, it became apparent that Freire does not give sufficient cognizance to or make explicit the obstacles, which intervene to make this transformation in perspective itself highly problematic. (Freira 2008)
Adults learning take place amidst contradictions associated by the curriculum review-taking place in schools that had the main aim of reviewing the curriculum weaknesses and strengths. Curriculum review was to align and enhance students’ learning. The teachers should promote qualities of self-motivation though their projects to ensure adult learners gain the capability of challenging the process for purpose and raising their anxiety to learn more. The adult learners should be engaged in the process. (National Center for Adult Learning 2006)
Through observations in the manufacturing operations, with majority of the affiliates as the adult, it was evidenced that the adults were provide with the need to understand why they were learning something. The analysis of the topic helped improve the competitive position of every adult participant. It was enhanced through workshop type that enabled every adult to understand the motive behind the learning. Likewise, students brought their experiences to class to assist and involve in the learning process while enabling problem solving. While involved in diverse issue such as quality improvement, productivity in various relevant departments, while applying their skills in the problem solving technique as they offer their skills that are then applied in regular operations for problem solving. (Council for adult education 2008)
While observing and recording at a medical protective urgency, adult learning were promoted and encouraged in community. In the facility, it was clear that some learning objectives were relevant for work related functions while others only benefited the development of the professional requirements. It was clear that online learning could also be enhanced through online learning experience by downloading programs on personal computers depending on the individual adult leaner’s needs to enable them become more efficient and acquiring more knowledge. All the field notes were taken using direct observations while participating in the entire process of education and being part of the process. The sample used included education centers and adult lifelong learning centers in other institutions. These included the first task accomplishments. (ASTALL 2004)
While analyzing the data collected of the adult students, I used variables of persons living with the urban neighborhood. I used a variation of timeframe with the data collected of the overall adult populace in the same urban area. I used a time series approach to analyze the data of population.
The studied sampled of adult learners behavior, I compiled the data of the entire group. I used a representation sample of the adult learners’ population to determine what amount of data was collected for the sampled information. I then analyzed this data by describing and inference. With the information graphed, I would use the data to summarize statistical data including mean, frequency, and percentages that are useful in describing the specific data analyzed such as percentage of the races attending adult education.
With the analysis, I can draw conclusions in the sampled data about the adult population learners represented by various sampled data. I used the data to answer and fix the hypothetical questions of estimating characteristics of the data and using the characteristics of the data to identify various relationships. Through the inferences, I could predict the unobserved values and behaviors of the adult learners that could help forecast on the future of the trend.
Observational research involved varied complexities. For instance, with the correct statistical technique, the results were difficult to interpret from observation especially to the second parties who did not take part in the research. This is also associated to the fact that the samples may not agree with the sense due to skeptics. In this case, it would be because of unclear reasons for the observed behavior raising concerns and uncertainty.
While collecting and sampling data, respondents who knew they are being observed had negative reaction. This made it difficult to acquire the relevant information. Likewise, despite a directed and common purpose, the investigations had biases based on inclinations that would result from either persona influence or environmental issues resulting to perception in a particular way. This coupled with the fact that there was a variable in question; the number of respondents was limited. In addition, contents of interest to the learners could not be displayed making the whole process delayed thus resulting to a time consuming trait of the observation and recording process. (Miller 1999)
However, despite the difficulties obtained through the process, the data sampling through direct observation and recording allowed me to directly see and record what exactly goes on without relying on what people say or do. It therefore provided a firsthand experience since the observer participated in the process while it allowed me as the observer to tell what did not occur on the ground. In addition, while taking the samplings, I could consider the contextual factors while understanding what exactly was occurring on the setting.
In addition, since I confronted the targeted group in the area sampled, it was an opportunity to make them feel free to share their personal experiences. It also made them extend to issues that they would have not been willing to talk about were the interview conducted through other mediums. This provided a realistic degree level to the study making it good medium for description statistical analysis. While determining reliability, I tested the survey for consistency by measuring and observing the findings to ascertain how reliable they findings would be.(Brooks, 1969)
Works cited
International Council for adult education
Paulo, Freire. (2008) The Politics of Education, the Pedagogy of the Oppressed
National Center for the Study of Adult Learning and Literacy. (2006)
American Society for Training of Adult Learning and Literacy. (2004)
Miller, R. L. (1999). Researching life stories and family histories. Thousand Oaks,
CA: Sage.
Brooks, P. C. (1969). The use of unpublished primary sources. Chicago: University of
Chicago Press.
