Dorina Reiz
<EMAIL_ADDRESS>Ontario Tech University
Abstract
This chapter will discuss the application of learning theories and teaching methods in adult learning. The perspective of the advancement of technology and its integration in all fields of activity, local or global, demands that the workforce be equipped with knowledge transferable to current trends. The concepts of learning and teaching methods suitable for adult learning will be described in the information background. The learning theory that seems to be most appropriate for adult learning, “The Situated Learning,” will be discussed with the role of technology adoption and curriculum perspective along with difficulties the adult learner faces in the pursuit of education. In ending, this chapter will introduce a couple of applications currently used in adult education.
Keywords
andragogy, principles of learning, situated cognition, social collaboration, learning experience
Introduction
New perspectives in adult education continue to be driven by forces like the global economy, continuous development of technology, and demographics (Jarvis, 2011). Adult education fills out spaces in most educational institutions to cover the need to reshape and actualize learners into the trending needs. The global forces like the global economy and society demand knowledge and skill. Also, as the population ages, more adults feel determined to add expertise or perfect new skills involving technology and means of collaboration. The digital age and the adoption of Web 2.0 has created an accessible environment for adult education in all formats, from completing primary schooling to advancing careers and adding new skills in tune with the times. Mobile learning has gained a strong adoption among adult learners as technology is used in all fields and domains of activity and personal life management. Participating in synchronous classes and watching pre-recorded content at available times makes learning assimilation easier.
Background Information
Adult education or adult learning is based on individual concepts of personal realization and the need to add more knowledge to self-advance or personal growth. Andragogical methods of teaching (Huang, 2002) or the art of teaching adults draw inspiration from theories such as constructivism, learner builds on existing knowledge, connectivism, by drawing accurate, reliable knowledge using technology, and humanism, the learner-centric style meeting the learner needs.
Andragogy (Knowles, 1970) or self-directed learning involves learners that are adults aiming for independence from some predetermined content of study, using personal experience with the purpose of efficiency and personal growth, task-oriented directing motivation to a successful outcome. Heutagogy, or self-determined learning, is a holistic approach to learning and self-reflection (Blaschke, 2012). The learner can acquire knowledge and assimilate skills and then use creativity to produce a change in new