Running head: Learning Theories

Learning Theories
Cheryl Katherine Wash
AET/541
Debra Lynch
August 4, 2014

Learning Theories

Learning Theories

Researchers understand that adults do not become adults in an instant. It is a

developmental process and does not end when adulthood is researched but rather continues to
process in a variety of ways. Adult development theories have a produced influence on thinking
about adult learning because adults learning behavior arise considerably due to developmental
influences. What is not clear is exactly how it changes, large; because adult development theory
is still mostly an array of untested models (Knowles, Holton, Swanson, 2011).
Adult education theorists have tended to build design models into which aspects of all
these approaches can be fitted. The three most recent are by Knowles, Though and Houle (in
order of publication). Major points are stated clearly; are supported by specific details, examples,
or analysis; and are organized logically. These adult theories are Andragogy, Experimental,
Transformational, Chaos Learning Theory and Connectivism: A Learning Theory for the Digital
Age. There are many learning theories but these concepts of learning can support how programs
in the 1970s when compared to today employs the concept of learning project consisting of a
series of related episodes as basic framework for program design. The current theories of
behaviorism, cognitivist and constructions are important in online education.
Behaviorism focuses on the objectively observable aspects of learning. Cognitive theories
look beyond behavior to explain brain-based learning. Constructivism theories look at learning
through experiences. These approaches each have benefits and challenges when used in an adult
education setting. In the past, a program would consist of a number of simultaneous individuals
and group learning projects; each project having been collaboratively planned by learners and
selected helpers and carried on at the learners initiative. The learners could use the whole gamut

Learning Theories

of human resources (experts, teachers, colleagues, fellow students, people in the community) and
material resources (literature, programmed instruction deices and software, audiovisual media)
almost without regard for the theoretical orientation understanding them even the most didactic
teacher or linear teaching machine will be used proactively rather than reactively by a selfdirected learner. I remember being brought up to think of a teacher as one who is responsible for
what students should learn, how, when and if they have learned. Teachers are supposed to
transmit prescribed content, control the ways students receive and use it and test if they have
received it (Tweedell n.d.).
Today tools and theories that endured the test of time includes synchronous and
asynchronous tools enable communication and collaboration over a period of time through a
"different time-different place" mode. These tools allow people to connect together at each
person's own convenience and own schedule. Asynchronous tools are useful for sustaining
dialogue and collaboration over a period of time and providing people with resources and
information that are instantly accessible, day or night. Asynchronous tools possess the advantage
of being able to involve people from multiple time zones. In addition, asynchronous tools are
helpful in capturing the history of the interactions of a group, allowing for collective knowledge
to be more easily shared and distributed.
Today adult learning specialists are committed to helping adults learning by making
things happen by releasing the energy of others. The model of adult education utilized by many
of todays programs is not a new invention. It is the synthesis of nearly a century of work in the
areas of experiential philosophy, developmental psychology, and critical sociology. Adult
education programs have been an important part of the growth and development of the
contemporary society. As these programs have become attached to universities, the programs

Learning Theories

have gained structure, rigor, and recognition. Adults learn best in an interactive format with
heavy emphasis on the practical application of their learning. Adults desire a learning situation
which does not ask them to compromise family and professional demands.
According to Knowles, Holton, Swanson (2011), Maslow (1970) sees the goal of
learning to be self-actualization: the full use of talents, capacities, potentialities, etc. (p. 150).
He conceives of growth toward this goal as being determined by the relationship of two sets of
forces operating within each individual, One set clings to safety and defensiveness out of fear,
tending to regress backward, hanging on to the past.The other set of forces impels him forward
toward wholeness to Self and uniqueness of Self, toward full functioning of all his
capacitiesWe grow forward when the delights of growth and anxieties of safety are greater
than the anxieties of growth and the delights of safety: (1972, pp. 44-45).

Learning Theories

5
References

Business-software.com. 2013. Advantages and disadvantages of online synchronous

learning. Retrieved from http://www.business-software.com/article/advantages-anddisadvantages-of-online-synchronous-learning/
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive
classic in adult education and human resource development (7th ed.). New York, NY,
Taylor & Francis. (p1)
Principles of Pedagogy and Andragogy, University of Phoenix Material. Retrieved October 2,
2012 from https://mycampus.phoenix.edu/secure/resource/resource.asp
Tweedell, Cynthia Benn (n.d.). This History of Adult Learning Theory Retrieved from
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