This blog page contains reflections from Unit 1 of the ED696-Critical Reflection of the Sebago Plan course.
January 5, 2019
Andragogy offers an opposing approach to pedagogical theory at its most basic level but doesn’t take into account the outside pressures and inexperience that some adult learners have. It is likely through a combination of theories that beef up on Knowles’ theory to add more information to capture the true and larger picture of the life of the adult learner (McGrath, 2009). I agree with McGrath that it helps learners to know what and why they are learning before the start of the course for greater contribution and establishment of personal learning goals as well as help with critical thinking skills, collaboration, and maintaining motivation; which according to Knowles are all critical components to successful learning in adulthood. Self-esteem growth, however, can be facilitated to a point, but cannot solely rely upon the facilitator to foster in the learner. Counseling and coaching can play a role in learner development as well, which goes beyond the depth that the facilitator alone can provide.
Mezirow’s theory of learning for transformation suggests that adults must change as a result of their learning and has replaced Knowles’ theory of andragogy as a leading theory in the field of adult education. Although the learner-centered theory is based on students learning from each other’s experiences and it is through this mutual trust that transformation is able to take place. And what Knowles’ theory lacks, TLT covers. For instance, Mezirow describes discomfort as necessary for growth in the learning process. Additionally, self-questioning or self-examination and “critical assessment of assumptions” also poses a discomfort, which directly contradicts Knowles’ concept of self-esteem being an important contributor to learning. Knowles also doesn’t recognize the importance of reflection in the learning process, whereas TLT does. Lastly, feedback is another essential component to learning, which can also create discomfort in the learner, but it is only through this discomfort that growth and learning for transformation can occur (Hodge, 2011).
Self-directed experiential learning ties Mezirow’s theories and Knowles’ theories together nicely. They take into account that learners must have a role in the learning process and create their own content based on areas of interest to maintain motivation and find relevance in the real world. Experiential learning takes this one step further by providing real-life examples and experiences that tie these concepts together.
One concept that is not addressed by McGrath and Hodge’s critiques are the current issues in adult education more specifically in the field of disability. We are seeing an increasing prevalence of anxiety in the Millennial generation, which may have an effect on learning, making the secure environment of small group adult learning even more important and perhaps more difficult to promote. This prevalence could change the landscape of how adults learn in the social environment; perhaps there may be a rise in online learning as a result of social anxiety. Or perhaps we will see a change in the way assessments are graded to reduce testing anxiety and catastrophizing. The field of psychology and learning science play a larger role in learning than Knowles describes.
Universal design for learning is an emerging concept that addresses these issues and should be included as a current topic. Though it is not a foundational concept of adult learning theory in the field, it is a rising concept in how to implement these learning theories. After examining Knowles’ theory of andragogy, Mezirow’s theory of transformational learning, experiential learning, and self-directed learning, it is clear that these hold certain gaps and therefore none of these theories can stand alone. It is through a combination of practices and theories that adult education can be represented to be most effective for the learner.
By reflecting upon the entire Adult Education and training Program at Saint Joseph’s College, it is clear that all of these theories are implemented in some way throughout the length of the program. The foundation phase creates a base of knowledge for the learner to build upon, the project phase implements these theories and practices, and the culmination thoroughly examines these phases and brings them to conclusion. ED650-Theories and Principles in Adult Education teach about all of these theories and more, and how they can be properly utilized. Although it is difficult being a completely online program, most of the bases are covered to make the program truly robust in the practices of adult education theory. In ED654-Educational Objectives, the learning is semantic in that the learner must create their own objectives for the program and integrates reflection as a tool to utilize throughout the length of the program for further personal development and learning for transformation. Additionally, by making a connection to a core value, learners develop themselves in the affective realm, also important for TLT. ED658-Literature Review takes these steps into its scientific nature by demonstrating the self-directed nature of the program. It creates a venue to explore different areas of interest while teaching relevant skills for designing training programs.
ED662-Technology in Adult Education moves into the purpose of creating a fully immersive online course and program, again tying back into the delivery methods posed by the program. It demonstrates the different methods that can be utilized, as well as emerging technologies; providing an area of exploration and leadership. In ED668-Needs Analysis and Evaluation, the leaner is encouraged to critically analyze areas to find gaps using reflection, observations, and self-questioning within themselves and the organization to develop an appropriate training program. The ED672-Case Study course teaches about the interactions necessary for social growth in the program, as well as techniques and methods for how to approach facilitation through the interviewing process.
The project phase puts all of these foundational aspects together by building upon them to create a more robust project in experiential learning. The ED680-Needs Assessment Plan course uses techniques learned in the foundation that are geared towards the goals of the project. It solidifies the analysis, organization, and planning components. ED684-Evaluation Plan allows the learner to think ahead and continue the planning process for presenting the data experientially while ED688-The Project implements all that is planned and created.
ED692-Current Topics closes the loop on all of the courses by coming full circle to end the process’s first stage so that it can begin again. Lastly, ED696-Critical Reflection of the Sebago Plan utilizes the reflective nature of TLT to create a capstone of learning for the program. The program itself as a whole integrates the learner-centered approach of active, relevant, and self-directed learning in that the learner creates their own individual program interests based on the guidance and structure the courses themselves provide.
Hodge, S. (2011). Learning to manage: Transformative outcomes of competency-based training. Australian Journal of Adult Learning, 51, 498-517.
McGrath, V. (2009). Reviewing the evidence on how adult students learn: An examination of Knowles’ model of andragogy. Adult Learner: The Irish Journal of Adult and Community Education, 99-110.