There are many factors\/theories that influence adult learning. Malcolm Knowles \u201cmodel for adult learning provides a framework for education that includes principles that value the individual\u2019s life experiences\u201d (Hanson, 2004, p.269). Knowles has given the term andragogy wider recognition. The term andragogy was first invented by Alexander Kapp, a German teacher, in 1833, describing the educational philosophy of Plato (Davenport, 1993). Knowles defines andragogy as the \u201cart and science of helping adults learn\u201d (Tan, nd). Pedagogy is defined as \u201cthe art and science of educating children and is often used as a synonym for teaching\u2026pedagogy embodies teacher-centered education. Andragogy \u201crefers to learner-focused education\u201d (Conner, 2005).<\/p>\n
According to Knowles, andragogy includes six assumptions from a psychological perspective: Readiness to Learn, Role of the Learner\u2019s Experience, Faculty Member as a Facilitator of Learning, Adult\u2019s Orientation to Learning, Learner\u2019s Self-Concept, and Learner\u2019s Need to Know (Fidishun, nd). Knowles premise of adult learning theory is that adults are \u201cself directed, problem centered, readily adapt learned useful information,\u201d and create an environment in which to \u201cassume responsibility for their learning\u201d (Norton, 1998,). Knowles (1978) stated that the \u201cultimate purpose of all education is to help individuals develop the attitude that learning is a life-long process\u201d (Richardson, 2005).<\/p>\n
In adult education theory, andragogy refers to \u201ceducation of adults\u201d while pedagogy refers to \u201ceducation of children\u201d (2005). Knowles, Holton, and Swanson (1998) discuss 6 assumptions of andragogy. The first is The Learner\u2019s Need to Know<\/em>, describes the understanding of knowing how and why to create a valuable lesson, feedback from reflection can allow the learner to move towards new learning while realizing that learning is an ongoing process. The second is The Learner\u2019s Self-Concept<\/em> requires a change in behavior (self-directed), developing a need for autonomy, structure for self-growth, and direct own learning. Previous learning created dependent learning which is why the focus of learner-centered is critical with adult learners. The next is The Role of the Learner\u2019s<\/em> Experience<\/em> is rich with adult experiences. \u201cAdults want to use what they know and want to be acknowledged for having that knowledge.\u201d Self-identity, habits, and biases are defined from experiences. The fourth assumption is A Student\u2019s Readiness to Learn<\/em>, as Knowles explained, \u201cthey experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems\u201d (1980). The next assumption is The Student\u2019s Orientation to Learning<\/em> refers to what they are performing, solving, or learning and can be applied to their lives. The last assumption is the Student\u2019s Motivation to Learn<\/em> requires motivators such as \u201cinternal priorities\u201d with incentives such as \u201cincreased job satisfaction, self esteem, and quality of life.\u201d This requires adult learners to \u201ctake ownership of the learning process\u201d<\/p>\n The adult learning theory is a collaborative effort; it takes initiative, a positive attitude, and taking responsibility\/accountability for your own learning. \u201cTo succeed, we must unlearn our teacher-reliance\u2026take it upon us to meet our learning needs and demand training providers to do the same. To know our demands, we must know how to process information\u201d (Conner, 2005). Knowles says, \u201cWe must learn from everything we do; we must exploit every experience as a learning experience. Every institution and every person we have access to become a resource.<\/p>\n Conner, M.L. (2005). Andragogy + Pedagogy. Retrieved June 24, 2007 from http:\/\/agelesslearner.com\/intros\/andragogy.html.<\/p>\n Davenport, J. (1997). \u201cIs there any way out of the Androgogy Mess?\u201d Culture and Processes of Adult Learning. The Open University, London<\/p>\n .<\/p>\n Fidishun, D. (nd). Andragogy and Technology: Integrating Adult Learning Theory As We Teach with Technology. Penn State Great Valley School of Graduate Professional Studies.<\/p>\n Hanson, G.F. (2005). Refocusing the nursing skills laboratory. In Lowenstein, A.J., & Bradshaw, M.J., (Eds.), Fuszard\u2019s Innovative Teaching Strategies in Nursing, 3rd Edition (p. 269). Sudburry, Massachusetts: Jones and Bartlett.<\/p>\n Knowles, M. (1975). Self-Directed Learning. Cambridge Adult Education.<\/p>\n Knowles, M.S. (1980). The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.<\/p>\n Knowles, M. (1996). \u201cAndragogy- An Emerging Technology for Adult Learning.\u201d In Edwards, R., Hanson, A., & Raggart, P. (Eds.), Boundaries of Adult Learning. London and New York.<\/p>\n Knowles, M.S., Holton, E.F., and Swanson, R.A., (1998). The Adult Learner. Houston: Gulf Publishing.<\/p>\n Norton, B. (1998). From teaching to learning: theoretical foundations. In Billings, D.M., & Halstead, J.A., (Eds.), Teaching in Nursing: A Guide for Faculty, (p.228). Philadelphia, Pennsylvania: W.B. Saunders.<\/p>\n Richardson, V. (2005). The diverse learning needs of students. In Billings, D.M., & Halstead. J.A., (Eds.), Teaching in Nursing: A Guide for Faculty, 2nd Edition (p.27). St Louis, MA: Elsevier Saunders.<\/p>\n Tan, K. (nd). Experience the difference: how experience produces problems in problem-based learning for adults. Temasek Polytechnic, Singapore.<\/p>\n Websites<\/p>\n http:\/\/www.askaamc.org\/quality\/quality_measures.php?cat=mi<\/p>\n http:\/\/www.qualitymeasures.ahrq.gov\/<\/p>\n http:\/\/www.medqic.org<\/p>\n http:\/\/www.hospitalcompare.hhs.gov<\/p>\n http:\/\/www.qualityforum.org<\/p>\n http:\/\/www.jointcommission.org<\/p>\n http:\/\/www.cms.gov<\/p>\n","protected":false},"excerpt":{"rendered":" There are many factors\/theories that influence adult learning. Malcolm Knowles \u201cmodel for adult learning provides a framework for education that includes principles that value the individual\u2019s li<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[92],"tags":[],"class_list":["post-23226","post","type-post","status-publish","format-standard","hentry","category-essayspsychology"],"yoast_head":"\nReferences<\/h2>\n