ADULT LEARNING: CLARIFYING IMPORTANT CONCEPTS
Learning can be broadly defined as the cognitive process of acquiring skill or knowledge (Hergenhahn & Olson, 2000). However, learning can take place over a lifetime and consideration of the lifespan stages has produced discrete specialties in education. One of these is adult learning, which Knowles, Holton and Swanson (1998) define as learning that occurs in adulthood, late adulthood, middle age, and the older stages of life. The authors further note that in order to fully understand adult learning, it is necessary to understand several concepts basic to the field.
The purpose of this paper is to provide a brief definition and delineation of several important concepts in the field of adult learning. These concepts are: the theoretical foundation of adult learning theory, the practical application of adult learning theory, professional orientation using evaluation of learning environment, technical applications, student- centered involvement in the learning process, and the perspective of knowledge from the standpoint of adult learning theory. The paper concludes with this writer's personal philosophy of adult learning.
Theoretical Foundation of Adult Learning
Knowles, Holton and Swanson (1998) state that the roots of adult learning theory are developmental in nature. At its foundational level, adult learning theory holds that while adults are not a homogenous group when it comes to learning, adult learners do possess a unique set of attributes that distinguish them from younger learners. These attributes are specified by the authors as follows:
1. Adult learners are more self-directed than children.
2. Adult learners take responsibility for their learning experiences to a far greater extent than younger learners.
3. More frequently than either children or adolescents, adult learners seek learning experiences that are learner-oriented.
4. Unlike younger peo...