Introduction
Adult learning is an important aspect of education as it allows individuals to enhance their skills and knowledge, pursue new careers, and improve their quality of life. With the constantly changing job market and technological advancements, individuals must continue to learn and adapt to new environments. Adult learners have distinct characteristics, preferences, and motivations that differ from those of children and young adults. Age, education level, socio-economic status, inspiration, and commitment are all factors that can affect adult learning. Effective leadership in adult learning can result in increased engagement, critical thinking, problem-solving skills, and a positive learning environment. Understanding individual approaches to learning is important in the workplace context. Adult learners bring a wealth of life experience and diversity to the learning environment.
Discussion
Adult learning refers to the process of acquiring new skills, knowledge, and attitudes by individuals over 18. Andragogy and pedagogy are two terms often used to describe different approaches to teaching and learning. Pedagogy is the traditional approach to education commonly used in primary and secondary schools, where the teacher is the authority figure, and the student is seen as a passive recipient of knowledge (Tezcan, 2022). Andragogy, conversely, is a more learner-centered approach to education that is often used in adult education.
Pedagogy emphasizes the importance of the teacher in directing the learning process, while andragogy emphasizes the importance of the learner taking responsibility for their learning. In pedagogy, the curriculum is structured and pre-determined by the teacher, while in andragogy, the curriculum is often more flexible and determined by the learner’s interests and needs (Loeng, 2018). Andragogy is based on the idea that adults have different learning needs and preferences than children and that they are more likely to be motivated to learn when they can see the practical applications of what they are learning. Pedagogy, on the other hand, is based on the idea that children need structure and direction to learn effectively.
Andragogy is a learning style for adults that involves self-motivation and commitment. It incorporates cognitive and social constructivism elements and is problem-centred, goal-oriented, and practical-based. Adult workplace learning consists of acquiring and assimilating performance-specific knowledge and skills that are also goal-oriented and practical (De Matas & Keegan, 2020). This type of learning can be formal or informal: formal education relates to explicit qualifications, certified training, and degrees, while informal learning includes on-the-job training, mentorships, and continuous learning activities. Adult learning can be problematic with several personal and professional constraints, such as human biology, socio-economic status, age, individual levels of commitment and motivation, prior education, workplace perceptions, and cost.
Age presents a significant learning challenge, as older adults are less likely to participate in adult learning activities than their younger counterparts. Existing levels of education and socioeconomic status are also highly correlated with adult learning (Quan-Haase et al. 2018). Adults with higher levels of education and/or from higher socio-economic backgrounds are more likely to participate in adult learning activities than those without. Concerning gender, no significant differences were discerned in regard to adult learning (De Matas & Keegan, 2020). The most significant barrier to adult learning involves motivation and commitment, with several theories pointing to a causal relationship between motivation and learning. However, identifying what motivates and sustains an adult learner can be especially difficult, given the diversity of extrinsic factors.
Leadership plays a critical role in adult learning, as it provides guidance, motivation, and direction to learners. In the context of adult learning, leadership is not limited to individuals in positions of authority but can be exhibited by anyone who takes the initiative and inspires others to learn and grow. Transformational leadership, in particular, has been found to be effective in adult learning contexts, as it focuses on inspiring and motivating learners to reach their full potential.
A transformational leader in adult learning should possess several key qualities. They should be passionate about the subject matter and possess deep knowledge and understanding. They should also be empathetic and able to relate to learners, understanding their needs and challenges (Akdere & Egan, 2020). Additionally, a transformational leader should be able to inspire and motivate learners, encouraging them to take risks and push themselves beyond their comfort zones.
Effective leadership in adult learning can lead to a range of positive outcomes. It can result in increased engagement and motivation among learners, leading to improved learning outcomes. It can also help learners develop critical thinking and problem-solving skills, enabling them to apply their learning in real-world contexts. Finally, effective leadership can create a positive learning environment where learners feel supported, challenged, and inspired to reach their full potential.
Understanding individuals’ approaches to learning is important in the workplace context, as it can inform decisions around training and development. By taking into account an individual’s approach to learning, managers can design training programs that are more effective and engaging for the learner (Geertshuis & Frazey, 2006). Additionally, managers need to ensure that training needs are being identified and addressed based on individual needs rather than simply on the basis of who is most likely to benefit from a particular training program based on their approach to learning.
Characteristics of Adult Learners
Motivation: adult learners are motivated by a variety of factors, including career advancement, personal growth, and the desire to acquire new skills. Life experience: adult learners bring a wealth of life experiences to the learning environment, which can enhance their learning and make it more relevant to their lives. Learning preferences: adult learners have distinct learning preferences, such as the desire for practical and relevant learning experiences and the need for flexibility in scheduling and course delivery (Brockett & Hiemstra, 2018). Diversity: adult learners come from diverse backgrounds and have different levels of education, skills, and experiences. This diversity can enrich the learning environment and provide opportunities for cross-cultural learning.
Strategies for Effective Adult Learning
Goal setting: setting clear and realistic learning goals can help adult learners stay motivated and focused. Prioritizing time and resources: adult learners must prioritize their time and resources to make learning a priority (Brockett & Hiemstra, 2018). Creating a supportive learning environment: A supportive learning setting can include access to resources, opportunities for collaboration and feedback, and recognition of learners’ diverse needs. Using technology and other resources: technology has become an essential tool in adult learning, providing access to a wealth of resources and opportunities for collaboration and communication. Online learning platforms, webinars, podcasts, and other digital tools can provide flexible and convenient options for adult learners. Additionally, adult learners can benefit from using resources such as libraries, peer groups, and professional networks to enhance their learning experiences.
Conclusion
Adult learning is an important aspect of education that provides individuals with opportunities to enhance their skills, pursue new careers, and improve their quality of life. Andragogy, a learner-centered approach, is more effective for adult learners as they have different learning needs and preferences compared to children. Age, education level, socio-economic status, motivation, and commitment are some of the factors that affect adult learning. Effective leadership is critical in adult learning, and transformational leadership can inspire and motivate learners to reach their full potential.
References
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Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.
De Matas, S., & Keegan, B. P. (2020). A case study on adult and workplace learning. International Journal of Education and Management Engineering, 10(1), 11. Web.
Geertshuis, S. A., & Fazey, J. A. (2006). Approaches to learning in the workplace. Journal of Workplace Learning, 18(1), 55–65.
Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5(1), 1496643.
Quan-Haase, A., Williams, C., Kicevski, M., Elueze, I., & Wellman, B. (2018). Dividing the grey divide: Deconstructing myths about older adults’ online activities, skills, and attitudes. American Behavioral Scientist, 62(9), 1207–1228. Web.
Tezcan, F. (2022). Andragogy or pedagogy: Views of young adults on the learning environment. International Education Studies, 15(1), 136-147. Web.