Learning

Learning has an intimate relationship with the world that we live in and is affected by it.
Jarvis states that learning rarely occurs in splendid isolation from the world in which the learner
lives (Kenner & Weinerman, 2011). Human beings would not have survived without learning.
Even today, learning still occupies a central place in the existence and survival of human beings
all over the world. This explains why learning theories are important. They seek to provide a
comprehensive explanation of how human beings learn. They explain what happens when
learning happens. There are five different orientations or theories that seek to explain how adult
learning takes place. This post explains two of these orientations, behaviorism, and humanistic
that provides a comparison between them and how they relate to both online and campus-based
college classroom teaching.
The behaviorism theory of learning holds that learning occurs as a result of an
individual’s interaction with the environment. This takes place through a process known as
conditioning. The humanistic theory of learning, on the other hand, holds that learning is self-
initiated, and it involves watching other people’s behavior and the results (Kenner &
Weinerman, 2011). Learning through observation does not, however, necessarily entail a change
in one’s behavior. The role of the instructor differs when considering the two orientations of
adult learning.
The humanistic approach is learner-centered, and the instructor acts as a facilitator.
Learning is self-directed, and this reduces the role of the instructor to that of just providing
facilitation (Kenner & Weinerman, 2011). This is more evident in online teaching, where the

instructor provides guidance to students on where to find learning resources and areas to study to
gain understanding. In a campus-based college classroom, the teacher is a facilitator if the
technique chosen for instruction is cooperative. However, it does not occur when the instructor
does direct instruction. On the other hand, the behaviouristic approach provides a teacher-
centered approach. The role of the instructor is to dispense knowledge to the learner. This does
not occur in online teaching, but I find it common in campus-based learning, where direct
instruction is used.
The humanistic approach to learning explains a model of learning where students are
personally involved both cognitively and in terms of their feelings. Learners create meaning of
the content learned based on how it changes their attitudes, behavior, as well as personality
(Kenner & Weinerman, 2011). The learner evaluates learning based on the impact that the
process has on him or her. The essence of learning is in its meaning so much so that when
learning occurs, the aspect of meaning to the student is built into the whole experience. On the
other hand, through the behaviouristic approach, learners create meaning of content learned
through looking at the skills acquired. Adult vocational learning is aimed at transferring
knowledge and skills from an expert to the learner. Thus, the learner will have learned after
progressing from practising basic skills to achieving higher levels of competency in performing
the taught task. Learning will be meaningful after a learner achieves a higher skill level.
The humanistic learning theory has a profound impact on adult learning. Learning is self-
directed, and this is beneficial to the adult who becomes more independent. It requires intrinsic
motivation. This is beneficial in that an adult can use his or her personal experiences as learning
resources. Thus, it creates room for growth and development through the learning process. This
could pose a challenge, too, if the individual is not internally motivated. Lack of intrinsic

motivation is an obstacle to self-directed learning. Behaviorism, on the other hand, benefits the
learner because they move from possessing basic skills to being able to practice certain skills at
an expert level (Kenner & Weinerman, 2011). Motivation, in this case, is mostly extrinsic or
rather from the environment. Learning does not appear to be self-directed, and this can be a
challenge as the learner has to wait for knowledge and skills to be dispensed by an expert. I find
reliance on behaviorism in adult teaching too controlling and mechanistic. The principles of this
theory ignore the fact that adult learning is a personal process, and human beings take a central
position in their learning processes. Thus, they should largely direct and take control of the
learning process. Learning is personal, and this approach makes it appear very impersonal and
external.
As an adult learner, I prefer humanistic learning theory. I like the fact that it gives the
adult an opportunity to self-direct their own learning. Personal development is made possible as
the goal is to help an individual learn through methods that work best for them. Besides, personal
development is possible through transformative learning (Kenner & Weinerman, 2011). Adult
learning, in this perspective, takes place by using people’s personal experiences and allowing
individuals to be more open, inclusive, and permeable. The humanistic theory of learning has
changed over the years. Other theories have been developed from the humanistic theory of
learning. These include; self-directed learning, andragogy, and transformative learning. The
theory has also profoundly affected adult learning.

References

Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
college students. Journal of College Reading and Learning, 41(2), 87-96.
doi:10.1080/10790195.2011.10850344