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Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Mentorship is the patronage, influence, guidance, or direction given by a mentor. A mentor is someone who teaches or gives help and advice to a less experienced and often younger person. In an organizational setting, a mentor influences the personal and professional growth of a mentee. Most traditional mentorships involve having senior employees mentor more junior employees, but mentors do not necessarily have to be more senior than the people they mentor. What matters is that mentors have experience that others can learn from.
Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.
Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Andragogy refers to methods and principles used in adult education. The word comes from the Greek ἀνδρ- (andr-), meaning "adult male", and ἀγωγός (agogos), meaning "leader of". Therefore, andragogy literally means "leading men ", whereas "pedagogy" literally means "leading children".
Kieran Egan was an Irish educational philosopher and a student of the classics, anthropology, cognitive psychology, and cultural history. He has written on issues in education and child development, with an emphasis on the uses of imagination and the stages that occur during a person's intellectual development. He has questioned the work of Jean Piaget and progressive educators, notably Herbert Spencer and John Dewey.
Robert Kegan is an American developmental psychologist. He is a licensed psychologist and practicing therapist, lectures to professional and lay audiences, and consults in the area of professional development and organization development.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, but understandings of the construct have developed over time Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching practices. Although examples of culturally relevant teaching programs exist, implementing it can be challenging.
Malcolm Shepherd Knowles was an American adult educator, famous for the adoption of the theory of andragogy—initially a term coined by the German teacher Alexander Kapp. Knowles is credited with being a fundamental influence in the development of the Humanist Learning Theory and the use of learner constructed contracts or plans to guide learning experiences.
Peter Plympton Smith is an American educator and politician who served as a member of the United States House of Representatives from the U.S. state of Vermont, the 76th lieutenant governor of Vermont, and an education administrator. He served as the founding president of the Community College of Vermont, the founding president of California State University, Monterey Bay, and as assistant director general for education of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
Stephen Brookfield is a scholar in adult education who has held positions at the University of British Columbia, Columbia University, Harvard University University of Saint Thomas and Antioch University. He is currently adjunct professor at Columbia University, and emeritus professor at the University of St. Thomas.
Student development theory refers to a body of scholarship that seeks to understand and explain the developmental processes of how students learn, grow, and develop in post-secondary education. Student development theory has been defined as a “collection of theories related to college students that explain how they grow and develop holistically, with increased complexity, while enrolled in a postsecondary educational environment”.
Kathryn Patricia Cross was an American scholar of educational research. Throughout her career, she explored adult education and higher learning, discussing methodology and pedagogy in terms of remediation and advancement in the university system.
An adult learner—or, more commonly, a mature student or mature-age student—is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one.
Michael Grahame Moore is Distinguished Professor Emeritus of Education at the Pennsylvania State University. He is known for his major contributions to the field of distance education. In 1972, he published his first statement of distance learning theory, which asserted that "distance education is not simply a geographical separation of learners and teachers, but, more importantly, is a pedagogical concept" [1]. Half a century of study, teaching, experimentation and advocacy of distance education justifies a claim that he is the founder of contemporary online education, a claim supported by his inclusion as among the 128 “most important, innovative, influential, innovative and interesting thinkers on education of all time” by Routledge’s Encyclopedia of Educational Thinkers [2].
Donn Randy Garrison is a Canadian professor emeritus at the University of Calgary who has published extensively on distance education.
Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
Elinor "Ellie" Miller Greenberg was an American author educationalist and speech pathologist, an expert in the field of adult education and experiential learning, as well as a former civil rights activist. She saw access to education as a social justice issue, and spent over thirty years creating higher education programs for non-traditional students. She headed the University Without Walls program in the 1970s; created a weekend BSN program for nurses in rural Colorado; established a degree program for Colorado prison inmates and ex-offenders; and established online master's degree programs for nurses in the 1990s. She was inducted into the Colorado Women's Hall of Fame in 2010.
Dan E. Davidson is an American linguist working at the intersection of Russian studies, second-language acquisition and international educational development. He is the president emeritus and co-founder of American Councils for International Education and professor emeritus of Russian and Second Language Acquisition at Bryn Mawr College.
References
- ↑ "Jack Mezirow, Who Transformed the Field of Adult Learning, Dies at 91". TC Media Center. Teachers College, Columbia University. October 11, 2014. Archived from the original on July 9, 2015. Retrieved July 9, 2015.
- ↑ "Dear Colleagues: It is with sadness that... - International Adult Education | Facebook". www.facebook.com. Retrieved 2017-01-19.
- ↑ "Digital Commons at NLU | National Louis University Scholarship and Digital Collections". nlu.nl.edu. Archived from the original on 2012-03-13. Retrieved 2018-02-10.
- ↑ Joe Levine (October 11, 2014). "Jack Mezirow, Who Transformed the Field of Adult Learning, Dies at 91". columbia.edu. Archived from the original on July 9, 2015. Retrieved January 11, 2018.
- ↑ "Jack Mezirow". Archived from the original on 2011-05-05. Retrieved 2011-03-27.
- ↑ "Adult Education Guided Intensive Study (AEGIS) Program at Teachers College, Columbia University" . Retrieved 2012-01-23.
- ↑ An Overview on Transformative Learning in Ed. Illeris, Knud: Contemporary Theories of Learning, Routledge, 2009, pp. 90-105
- ↑ Mezirow, Jack (1978). Education for perspective transformation: Women's re-entry programs in community colleges. New York: Teacher's College, Columbia University.
- ↑ Mezirow, Jack (1991). Transformative dimensions of adult learning. San Francisco: Jossey Bass. p. 3.
- ↑ Mezirow, Jack (1991). Transformative Dimensions of adult learning. San Francisco: Jossey-Bass. pp. 168–169.
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