Learning theory offers multiple frameworks that assist in understanding the application of information, knowledge creation, and how learning takes place. Learning theory is applicable in identifying the learner’s needs, and making informed decisions on the instructional practices and learning styles that best suit the adults (A. Y. Kolb & D. A. Kolb, 2017). On the other hand, the inclusion of development theory in adult education aims at discovering insights into the children’s thinking, development mastery, and industry through opportunities for the adults in the educational sector. Development theory equips learners with basic knowledge, skills, and competencies in understanding human development and the different personalities that form humans.
Adults differ in the following ways; adults make independent decisions on what to be learned, validate the information regarding their experiences and beliefs, and have high expectations of being resourceful; adults need their skills to be applied immediately. The above differences pose a challenge to adult educators in significant aspects such as deciding on the best learning method, identifying a unifying belief that will see all the learners think from one perspective, and ensuring the adults of the possible opportunities to gain the skills knowledge. Generally, adult educators face a challenge in formulating a unifying learning culture that incorporates all adults’ interests, beliefs, and experiences.
Adults attend educational settings such as seminars, workshops, and museums. In our training, we were limited to only one traditional setting, a postsecondary institution, to help us discover great insights in a single environment due to limited time and resources and avoid the biases characterized by extensive data. Concentrating on one educational setting ensures learning of a particular learning style, limiting the amount of data collected and generating a unifying culture that helps identify our own learning challenges.
Reference
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.