This document discusses two learning theories: constructivism and humanism. Constructivism suggests that learners construct knowledge from their experiences through influences, research, or social interactions. It affects education by having learners apply previous knowledge. Humanism focuses on individual self-development and expects learners to take responsibility for their own learning. It facilitates learning by allowing learners to choose what interests them based on personal goals. Both theories are analyzed in terms of their application to adult education, with constructivism suitable for computerized learning and humanism empowering learners.
This document discusses two learning theories: constructivism and humanism. Constructivism suggests that learners construct knowledge from their experiences through influences, research, or social interactions. It affects education by having learners apply previous knowledge. Humanism focuses on individual self-development and expects learners to take responsibility for their own learning. It facilitates learning by allowing learners to choose what interests them based on personal goals. Both theories are analyzed in terms of their application to adult education, with constructivism suitable for computerized learning and humanism empowering learners.
This document discusses two learning theories: constructivism and humanism. Constructivism suggests that learners construct knowledge from their experiences through influences, research, or social interactions. It affects education by having learners apply previous knowledge. Humanism focuses on individual self-development and expects learners to take responsibility for their own learning. It facilitates learning by allowing learners to choose what interests them based on personal goals. Both theories are analyzed in terms of their application to adult education, with constructivism suitable for computerized learning and humanism empowering learners.
This document discusses two learning theories: constructivism and humanism. Constructivism suggests that learners construct knowledge from their experiences through influences, research, or social interactions. It affects education by having learners apply previous knowledge. Humanism focuses on individual self-development and expects learners to take responsibility for their own learning. It facilitates learning by allowing learners to choose what interests them based on personal goals. Both theories are analyzed in terms of their application to adult education, with constructivism suitable for computerized learning and humanism empowering learners.
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LEARNING THEORIES
LEARNING TEAM C AET/500 INSTRUCTOR: MICHAEL BURNETT Karnita Gibson-Banister, Jessica Hanfland, Cynthia McElveen, Rebecca Ralph, and Marquita Smith
Introduction
There are an array of learning theories. Learning
Theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Because there are a lot of learning theories out there for the adult learner, our team narrowed it down to two learning theories. For each of the selected theories, we have provided the description, setting/impact, an analysis, and an evaluation. This presentation will address the following learning theories:
Constructivism Humanism
Description of Constructivism Constructivism Learning Theory suggest that learners should construct knowledge from their experiences (Merriam, Caffarella, & Baumgartner, 2007, p. 285) either through outside influences, research, or social interactions. Constructivism is also cognitive. It affects adult education by having learners apply what theyve previously learned and apply it to their classroom discussions and work that they submit. Although adult learners come into the classroom with certain bias they can try to relate emotionally and use their knowledge to help with problem-solving dynamics.
Description of Humanistic Learning Humanistic Learning Theory suggests that experience is the primary phenomenon in the study of human learning and behavior; it focuses on the individual and self-development, with learners expected to assume primary responsibility for their own learning. (Merriam, Caffarella, Baumgartner, 2007, p. 284) It affects adult education because it helps the learner with their self-actualization to learn class room applications by applying what they learn to continuously grow in their learning experiences. The humanist theory also believes that learning can only be facilitated; only learns those things that involve the maintenance of , or enhancement of, the structure of self. (Knowles, Holton, & Swanson, 2011, p. 48)
Setting and Impact of Constructivism
Learning environment that Setting
allows the students and
instructor/facilitator to participate at equal levels and not in an authoritative environment.
Facilitator is available to guide
the students and to guide conversation and debate of the lessons between them.
Facilitator also creates lesson
goals for the students and they are able to focus and elaborate on the areas of the lessons that align with their learning goals.
This can be delivered in all types
of learning modes including online and traditional.
Impact Student will create a learning goal based on past experiences and how they can be applied to those goals. Self-directing what the student learns for themselves creates an environment that causes the student to become independent with the learning and focus on subject matters that interest them more.
Debate between students and
instructor/facilitator will allow for the students to see other perspectives on the lesson and learn more from what their classmates have taken from the lessons.
Impact and Setting of Humanistic Learning
Setting
Learning environments that can be used
based on constructivism can also be used in the same way for the humanistic learning theory with some differences.
The environment would allow the
student to focus on their individual learning goals to gain more fulfillment of their personal potential.
Because of this, the instructor plays the
role of facilitator to guide the student while they seek out knowledge and get closer to self-actualization.
The focus should be on what the student
feels they need for improve themselves for their future goals and allow that to become the motivation for learning.
Impact The student will be able to choose what they want to focus on with their learning based on what they find to be more appealing and related to their goals.
The student will feel more
independent as a learner when the facilitator is helping them along their learning process instead of forcing specific learning guidelines and lessons.
The student will learn how to
research, teach themselves and potentially others, debate the information they found most relatable to their goals and gain more knowledge geared toward their goals.
Analysis of Constructivism in Adult
Education
Learning environments are often established
online where authenticity can be simulated or achieved, and learners are required to navigate through the challenges with limited guidance The educator is only a facilitator, only assisting when necessary It is suitable to a computerized learning environment, for data manipulation and presentation but also for networking and communication via the Internet
Analysis of Humanistic Learning in Adult
Education
They emphasize the "natural desire" of
everyone to learn. Whether this natural desire is to learn whatever it is you are teaching, however, is not clear. Learners are empowered and to have control over the learning process. The teacher relinquishes a great deal of authority and becomes afacilitator.
An Evaluation of Constructivism
Pose problems that are or will be relevant to the student
Structure learning around essential concepts
In many cases the problem you pose either are or will be relevant to the student or adult learner and they will approach it sensing it relevance to their lives. The instructor can also add elements to the learning situation to make it relevant to the students or adult learners lives. Encourage learners to make meaning by breaking wholes into parts. Avoid starting with the parts to build a whole.
Be aware that learners points of view are windows into their reasoning
The challenging of ideas and the seeking of elaboration threatens many
students. Students in the traditional classroom who cannot guess what the teacher has in mind for the right answer quickly drop out of class discussion. They must be "gentled" into the constructivist-learning environment through open-ended, nonjudgmental questioning.
An Evaluation of Humanistic Learning
The self concept
Real self is the persons actual perception of characteristics,
traits, and abilities that form the basis for striving for selfactualization. Idea self is the perception of what one should be or would like to be.
Instructor Guide
The instructor must guide the learners in fulfilling their innate
capabilities for them to achieve self-actualization. Instructor should also assist them in discovering their selfconcept. Instructor should not be controlling and the classroom ambiance should be relaxed. Also express unconditional positive regards to the learners.
Conclusion
Our team has presented four essential points to
learning theories: description, impact/setting, analysis, and an evaluation of each learning theory. Although there an array of learning theories out there we narrowed it down to two theories: constructivism and humanistic learning. These two learning theories provide information that will help shape the learning environment for the adult learner. These theories will help the adult educator as he/she trains future adults in the workforce.
References
Anderson, T. (2008). Towards and Theory of Online Learning.
In Anderson, T. & Elloumi, F.Theory and Practice of Online Learning. Athabasca University 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. Maslow, A. (1987).Motivation and personality, 3rd Ed. New York: Harper & Row. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).Learning in adulthood: A comprehensive guide(3rd ed.). San Francisco, CA: Jossey-Bass. Rogers, C. (1961).On becoming a person: A therapists view of psychotherapy. Boston: Houghton/Mifflin.
