Knowle's Theory Of Andragogy

  Introduction David Kolb once said words to the effect of “learning is better conceptualized not as an outcome but as a continuous process grounded in experience”. Discuss how Knowles theory of andragogy and Kolb learning cycle affect the significance placed on this explanation. Learning is a relatively permanent change in behavior or knowledge that is due to experience (Rose & Cachelin, 2013). Learning involves a change in behavior and performance and results in an inferred change in memory. It’s the result of experience (Marsick & Watkins, 2011). This means that behavior changes that are temporary or due to things like drugs and substance abuse are not learned. In this text we shall discuss the role of experience in behavior change through learning. We shall also examine how experience influences andragogy (strategies developed for adult learning) and how the teachers to such students are supposed to handle them and also how the learner’s internal cognitive processes affect learning. Discussion Behavior potential is the capacity of an organism to exhibit behavior that indicates learning has occurred. Thus once behavior has been learned it can be exhibited by performance of a corresponding behavior. Learning should not be confused with reflexes, instincts or maturation. An instinct is an inborn involuntary response to a specific kind of stimulus such as withdrawing your hand after touching a hot object (Yue, Bjork & Bjork, 2013). An instinct is an inborn complex behavior found in members of a species i.e. nest building in birds. Maturation is the sequential unfolding of inherited predisposition such as crawling and walking in human infants. Learning involves a change in behavior and performance in the sense that whenever an individual gets to learn something the outcome is the display of the same in behavior change and better performance of the behavior so learned. Behavior change or modification is common where one results to adopting and living by the behaviors learned. Learning results in an inferred change in memory. Memory is one of the many phenomena that demonstrate the brains complexity. It’s the capacity for storing and retrieving information. Memories are selected, constructed, edited not just by us but by the world around us. People usually remember what they have learnt (Little, Bjork, Bjork &Angello, 2012) . There are three processes involved in memory. They are encoding, storage and retrieval. All these determine whether something is remembered or forgotten. Encoding is the process of forming a mental code in order to get information in the memory. After information enters the brain it has to be stored and maintained. Information is stored sequentially in three memory systems i.e. sensory memory, short term memory and long term memory. Learned experiences are usually registered in ones memory and will be retrieved when need be. Learning is the result of experience. Experiences are the day to day happenings that shape our lives either to the positive or to the negative end. People usually learn from the experiences they have gone through. People will always avoid repeating an experience that bring about an unpleasant and undesirable outcome or punishment and continuously do those activities that are reinforced or bring about a reward. Learning is relatively permanent which depends on the magnitude and span taken while learning. If a person continuously learns something for a long time he may end up adopting that lifestyle even in different circumstances. Kolb’s learning cycle theory is basically concerned with the learner’s internal cognitive processes like how ones reasoning and understanding capacity affects what is eventually internalized and termed as learned. Development of new concepts is actually affected by one’s own experiences. Learning involves interactions between a person (nature) and his environment (nurture). The environment is the immediate society and the cultural norms and practices people have in different parts of the world. Learning itself is not a personal process but involves socialization. People interact through the process of assimilation and accommodation. Assimilation involves modifying ones perception of the environment to fit a schema. Accommodation is modifying a schema to fit the environment. These two processes typically go hand in hand with individuals interpreting new events within the context of their existing knowledge as a result of those events. Learning results from the conjoint processes of accommodation and assimilation. Kolb developed a four stage model to demonstrate how learning occurs. Concrete experience is learning that occurs through relating oneself to other people. It usually incorporates empathy. It’s where an individual acts in ways that he does not want to hurt other people’s feelings. Reflective observation is where the learner is able to draw a comparison between what is observed and what is learned (Cohen, Yan, Halamish & Bjork, 2013). He is able to view situations from different angles. In abstract conceptualization the learner is able to think cognitively before making a logical conclusion and thus avoiding emotional thinking. In active experimentation the individual involves other people in doing activities geared towards benefiting them and not him. An individual may even take risk taking activities expecting the others to follow him.   Four styles of how people prefer to learn: Diverging type consists of people who use innovative and imaginative ways of doing things. They are highly adaptive to societal situations and are extroverts (Brown, 2009; Tinkem & McNamee, 2012). Assimilating type consists of people who modify their thoughts and perceptions of the environment to fit their schema. Converging type consists of individuals who prefer the practical application of ideas to situations of passing judgment and solving problems. They avoid functional fixedness and attempt to solve a problem in many ways. The accommodating type use trial and error in solving problems (Soderstrom & Bjork, in press). They guess or randomly try an approach in learning until they find which best suits them. They make major discoveries in the practical world and feel at ease when around people. Knowles theory of andragogy is built on the basis of Maslow’s hierarchy of needs theory. In this theory the most basic needs i.e. food, air, water and sex are at the bottom, safety and security, love and belonging, respect for one self and others, love and esteem (Hirsch & Lloyd, 2005). These are referred to as deficit needs meaning if you don’t have enough of any of them you feel the need. They are the survival needs. Self actualization is the last of the needs and comes when the basic needs are satisfactorily met. Elderly people will mostly have reached this stage. They usually involve a mentor while learning. This learning is student directed and actually deviates from the teacher directed form of learning. Adults are self motivated and prefer leading their own way rather than being directed. Adults result to learning materials that are relevant to their fields or which they are familiar with. They mostly prefer doing practical works and discovering new material. Through interaction with the tutor, the learner acquires knowledge which helps him to acquire the appropriate and reliable resources (Chapman, 2011; Fry, 2002). Teachers are supposed to facilitate learning experiences geared towards the students preferred learning styles, field work goals and also assess the learner’s future goals. Teachers are also supposed to ask the adult learners questions that bring about motivation for further research. Adults prefer being respected through taking interest in what they are learning, acknowledging the experiences they have gone through, treating them as colleagues who you can find help from rather than mere students and actively listening to the ideas they bring forth and reassuring them (Rose & Cachelin, 2013). This also involves experiential learning which occurs through experience. This is the outdoor learning. This theory takes a holistic approach and examines how people’s experiences, cognitions, the environment and our emotions affect the learning process. Experiential learning also depends on what materials people prefer to learn. Different people prefer having different learning styles. People who learn more through watching prefers reflexive observation while those who are actively involved in learning through doing are engaged in more experimentation. The factors that influence individuals preferred learning styles are peoples personality type, education background and specialization, ones career choice, job role and responsibility and the rate of competence. Conclusion Both Knowles theory of andragogy and Kolb’s learning strategies can be applied by tutors to evaluate the learner’s capabilities and preferences. They can also be used to provide the learners with more learning opportunities. This will ensure that the educators provide the learners with activities designed to offer them a chance to engage in activities that better suits them. Teachers can also assist students to learn more by ignoring the activities the students are lesser involved in and being more concerned with what the students prefer learning.