Theories Of Self-Directed Learning

This paper compares two of the five learning theories; cognitivism and behaviorism, in three ways. Firstly, the role of the facilitator is evaluated. Secondly, the paper analyses the process through which student learn and make meaning in both theories. Finally, the paper reviews the benefits and challenges of the approaches as they relate to adult development.

Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000).

Based on the Week 1 lessons and your own experience, describe at least three effective strategies and best practices associated with educating adults. Please be sure to explain exactly why these strategies and practices are effective for adult learners. In what ways do these strategies speak to the unique characteristics of adult learners and/or the unique challenges they may face in continuing their educations?

Walt Whitman was one of America’s greatest poets. His writing, though, was often meet by critics. In 1855, Whitman published the first edition of Leaves of Grass. This text was immediately attacked by critics saying that he abandoned traditional poetic devices and forms. Whitman, infact, did what he was accused of. Whitman used very long, unrythmic lines which was very out of the ordinary in that time. Peter Bayne explains, “The Leaves of Grass, under which designation Whitman includes all his poems, are unlike anything else that has passed among men as poetry. They are neither in rhyme nor in any measure known as blank verse; and they are emitted in spurts or gushes of unequal length, which can only by courtesy be called lines.” In Whitman’s

The BGS class Adults in Transition is designed to give students returning to school the tools they need to succeed, not only for school but also in work and life in general. The S.M.A.R.T. goals I developed and the research paper I wrote on the challenges and barriers of the adult student will be my guide throughout my future endeavors. These assignments have taught me how to set quality goals, balance and prioritize various aspects of my life, and not let fear discourage me.

Understand how adult learners and groups should use Learning Materials and how they interact with Learning Objectives

According to some researcher’s experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning series driven by the resolution of the dual tensions of action/reflection and experience/abstraction. These two dimensions state a holistic learning space wherein learning transactions take place between individuals and the environment.

I was fortunate to be able to observe academic education of nursing students at DeSales University. This education was held in a classroom setting on Mondays and Wednesdays. My observation time was 16 hours in which I observed Alyssa Robertson prepare for class, prepare exams, give lectures, provide hands on education, assist students in learning, and provide support to students. I also observed many student interactions and learning techniques. The learners were NU 220 Pharmacology and NU 230 Therapeutic Nursing Interventions students. NU 230 Therapeutic Nursing Interventions was held in the morning on Mondays and Wednesdays from 09:00-11:30 and NU 220 Pharmacology was held after from 12:00-3:30pm.

However, it is not enough that organizations creating a competitive advantage only depend on sharing knowledge among employees, organizations also should be focused on learning. At present, organizational learning has already a source of competitive advantage (Moingeon and Edmondson, 1996). The central theme of organizational learning is knowledge, so organizational learning is concerned with the strategies and processes of identifying, capturing and leveraging such knowledge to enhance competitiveness (Pemberton, Stonehouse and Yarrow, 2001). In other words, organizations want to learn more and quickly than their competitors to establish a competitive advantage. For learning, there are three types of learning which were proposed by Argyris

The decision to return to school is a significant step for adult learners, particularly after a long absence from formal learning, and there are many factors in making that decision. Perhaps to develop or achieve professional goals, higher career status, professional security, or to personal goals, such as, seeking knowledge and new skills. As adult learners, they bring lived experiences and develop knowledge to the classroom, most are self-directed, goal oriented, therefore, have different ways in approaching learning and may require particular learning environments.

Within the adult education sphere, Self-Directed Learning (SDL) is a topic of great interest (Caffarella, 1993). SDL is largely concerned with how individuals take primary responsibility for the planning, execution and evaluation of their own learning experiences (Hiemstra, 1994). This can be in the form of gaining formal qualifications through a prescribed course of study or by the acquisition of knowledge through non-formal platforms such as self-reading and online research. Currently, there is a momentum of interest in Massive Open Online Courses (MOOCs) that do not necessarily form a formal qualification but nevertheless offer individuals the opportunity to gain knowledge, understanding and some expertise in different topics (Pappano, 2012). Perhaps this serves as further evidence that supports how individuals are increasingly taking ownership of their learning, and thus adopting a more SDL approach.

Taken Initiatives: The successful self-directed learner does not wait for someone else to say you must learn this. A Self-directed learners do not always act autonomously or independently. Rather, they chose to cultivate their networks to learn effectively and they linger this with self-reliance.

Self-directed learners see the ways they approach in learning as one of the opportunities to pursue the work flows intrinsically and extrinsically. Such motivations and rewards given by themselves create in-

This essay will explore a mixture of learning theories used in diverse contexts which are perceived as precursors or complimentary to one another. I have come to observe that my practice reflects a multitude of learning theory relationships, particularly; behaviourism, humanism, cognitivism, choice theory and social-constructivism. The prevalence and order of these theories and their constructs depends on factors such as subject content, student behaviour

158). Additionally, along with the statement that the usage of student self-assessment (having the students analyzing their own learning process) leads to improved achievements in the classroom, it is also suggested that the students’ achievements in school increase with the level of participation (William, 2011). Although there hasn’t yet been fully established exactly how, student self-assessment improves learning (William, 2011). Hence, one might conclude that William argues for a studying environment where learners are activated as observers of their own learning, together with a studying environment where learners are instructed to manage their own learning. As a result, an increase of student self-assessment in school seems to lead to higher achievements by the