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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 world view, 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.
Mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger than the person being mentored, but they must have a certain area of expertise. It is a learning and development partnership between someone with vast experience and someone who wants to learn. Interaction with an expert may also be necessary to gain proficiency with cultural tools. Mentorship experience and relationship structure affect the "amount of psychosocial support, career guidance, role modeling and communication that occurs in the mentoring relationships in which the protégés and mentors engaged".
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.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.
Andragogy refers to methods and principles used in adult education. The word comes from the Greek ἀνδρ- (andr-), meaning "man", and ἀγωγός (agogos), meaning "leader of". Therefore, andragogy literally means "leading man", whereas "pedagogy" literally means "leading children".
Kieran Egan is a contemporary 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 intellectual 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.
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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 politician and former member of the United States House of Representatives from the U.S. state of Vermont, the 75th 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, [[https://www.tc.columbia.edu/ Teachers College, Columbia University]|Teachers College Columbia University]], Harvard University and the [[https://www.stthomas.edu/about/ University of Saint Thomas] (Minnesota)|University of St. Thomas]]. He is currently part-time Distinguished Scholar at Antioch University, Adjunct Professor at Teachers College and Emeritus Professor at the University of St. Thomas .
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Dr. 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 at the University of Calgary who has published extensively on distance education.
Online learning involves courses offered by postsecondary institutions that are 100% virtual, excluding massively open online courses (MOOCs). Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is the newest development in distance education that began in the mid-1990s with the spread of the internet and the World Wide Web. 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 Miller Greenberg is a nationally known American expert in the field of adult education and experiential learning, as well as a speech pathologist, author, and lecturer. A former civil rights activist, she sees access to education as a social justice issue, and has 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.
References
- ↑ "Jack Mezirow, Who Transformed the Field of Adult Learning, Dies at 91". TC Media Center. Teachers College, Columbia University. October 11, 2014. 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. Retrieved 2018-02-10.
- ↑ Joe Levine (October 11, 2014). "Jack Mezirow, Who Transformed the Field of Adult Learning, Dies at 91". columbia.edu.
- ↑ "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.
