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 learne

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l learning activities, selecting and evaluating the learning experiences of the adult learners (Delahaye, 2004). Professional Orientation: Evaluation of the Learning Environment Delahaye (2004) states that within the field of adult education, there are several specialized categories; each category covers a generic professional aspect of the field. When selecting which category in which to specialize, one becomes a member of a reference group of peers who share a certain professional mentality, and a common set of values and beliefs about how one should behave professionally as it relates to this particular area of adult learning. This professional orientation establishes a good deal of professional training that is required in order to become a competent professional within the area; one of these is evaluation and assessment with an emphasis upon evaluating the adult learner's learning environment. Support for adult learners is provided through a learning environment that meets both their physical and psychological needs. Such a learning environment is also an essential element in successful partnerships between learners and instructors (Delahaye, 2004). Developing an atmosphere in which adults feel both safe and challenged s
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Approximate Word count = 1401
Approximate Pages = 6 (250 words per page)

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