LEARNING THEORIES 2

Learning Theories

Learning is a basic endeavour among human beings. They have not survived and cannot
survive without learning. Adults are constantly engaged in learning. Lifelong learning takes
place in different learning settings, some formal and others informal. Learning has thus been
studied for a long time leading to the development of learning theories. Learning theories
provide an explanation as to how learning occurs. There have been many different theories that
have been developed by different scholars. A consensus has therefore not been reached as to the
total number of learning theories that exist. Due to the lack of consensus, scholars offer five
different orientations that provide different perspectives and explanations of learning and the
application of theories to adult learning. This paper seeks to explore adult learning by looking at
two specific assignments given to adult learners and the application of learning theories in the
assignments.

In week two assignment, the learners were asked to read and analyze one of the essays
provided. They were to choose either “Sister Flowers” or “I Want a Wife”. The learners were
then supposed to clearly state the purpose of the essay. They were also expected to describe one
descriptive writing pattern being used in the selected essay. Another instruction required the
students to explain heir thoughts regarding the author’s use of the identified descriptive writing
pattern. Lastly, the assignment required students to explain how they planned to use the same
descriptive writing pattern in their personal essays. Proper use of quotes and citations was a
requirement in completing the assignment. In week three assignment, the learners were asked to
describe a particular moment or occurrence in their lives that had a special meaning to them.
They were required to use writing techniques provided in reading materials accessible to them.

LEARNING THEORIES 3
Week two and three assignments described above exemplify the humanistic learning
theory, and they exemplify a humanistic approach to adult learning. The humanistic approach to
adult learning is founded on the assumption that human beings, in this case, adult learners, have
the potential for growth and development. Human beings are thus free to make choices and
determine or influence their behaviour. The above assignments exemplify this approach to
learning because they are learner-centred. According to Carl Rogers, a student-centred approach
favours adult learning (Merriam & Bierema, 2014). It creates a learning environment where the
learning process is self-directed, and the instructor plays the role of a facilitator as opposed to a
dispenser of knowledge. The two assignments place the learner at the centre of the learning
process and give him or her control of the learning process. The students are tasked with first
reading assigned materials, and after understanding, apply them in completing the assigned tasks.

Learning is self-initiated and pervasive. It is aimed at making a difference in the attitudes,
behavior, or even the personality of the learner. Thus, these assignments exemplify a humanistic
approach to learning. The assignments also exemplify cognitivism as an approach to learning.
Cognitivism holds that the human mind has the ability to process information ((Merriam &
Bierema, 2014). The mind is actively involved in processing information. Thus, a human being
interprets sensations and gives them their implied lessons consciously. When learning, adult
learners receive information, process what it means and applies the information in their real lives
or in assessments. The two assignments entail reading assigned readings, processing the
information therein, interpreting it, and then using it to respond to assigned tasks. The
assignments apply the cognitivism approach, where learning is a mental process. Adults engage
in direct learning and have set goals to help n further development of their minds.

LEARNING THEORIES 4
The assignments exemplify both the humanistic learning theory and cognitivism
approach to learning because of their nature and mode of learning. First, the behaviourist
learning theory is not exemplified because it views the teacher as a dispenser of knowledge. The
behaviorist approach does not give the learner adequate control of the learning process (Merriam
& Bierema, 2014). Motivation is mainly extrinsic as students rely on the educator or instructor to
deliver knowledge or content to them. Learning is neither self-directed nor pervasive. Learners
experiences are not largely considered neither are they used to shape the students’ learning
experiences. Besides, the humanistic approach to learning is the complete opposite of the
behaviourist approach (Purswell, 2019). Thus, there is no way one assignment would exemplify
the two learning approaches.

Knowles (1974), coined the word andragogy to recognize the needs and characteristics of
adult learners as they are a distinct population of learners. The aim was to make the adult
learning theory independent from traditional pedagogy. Knowles came up with four distinct
principles that characterize adult learners (Kenner & Weinerman, 2011). The two assignments
mentioned above, focus on andragogy, as explained by Knowles. First, the assignments show
that learning is self-directed. Learners undertaking the assignments are responsible for their own
actions. They are given materials to read and then assessed based on the said materials. There is
no direct instruction, and it appears that the role of the educator in this scenario is just to
facilitate knowledge. The assignments tap on the learner’s extensive depth of experience. For
instance, week three assignment asks learners to describe a particular moment or occurrence in
their lives that had a special meaning to them. The learners’ experience in life serves as a crucial
element in their basis of self-identity. It informs or plays a role in their educational development.

LEARNING THEORIES 5
Another way through which the given assignments focus of Knowles principles ais that
they depict a readiness to learn. Learners are given readings which they should read and apply
acquired knowledge in the completion of assigned tasks. Thus, learners are actively engaged in
the learning process. They study materials on their own and use the lessons to respond to
assigned questions. Their readiness to learn depicts learners who are on a mission to accomplish
a specific goal. They are adults who have gone back to school. Thus, they are task motivated and
have an intrinsic motivational drive (Kenner & Weinerman, 2011). Their ability to study on their
own shows learners who have internal motivation.

Overall, adult learners have greater desire to cooperate with the instructor or facilitator of
the learning process to ensure that they achieve their goals. The two assignments issued in week
two and three show how adult learning occurs. From the two assignments, it is evident that adult-
learning is more self-directed. Learners are aware of their goals and want to take charge and
control of the learning process. As such, the role of the instructor or educator is that of a
facilitator. Learners are active participants in the learning process. Their life experiences are also
a critical component of learning. They occasionally tap into their experiences as they respond to
assigned tasks.

LEARNING THEORIES 6

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

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com

Purswell, K. E. (2019). Humanistic Learning Theory in Counselor Education. Professional
Counselor, 9(4), 358-368.