Reflection

Learning theories have made many contributions to understanding how people learn. The concept of learning and it’s processes is a longstanding dilemma within education. It doesn’t only lie within K-12, it’s also a continuing concern within adult education.  Most adult learners want to learn. Throughout these past weeks, studying the inspiration of the theorists and their theories have highlighted an interest of how important the learning process be within adult learning.

One theory that I’ve mentioned throughout this course that I absolutely resonate with is the connectivism.  From personal experiences and interactions from an educator’s perspective, connectivism links individuals with that resource that allows one to be involved in the digital world. Theorists George Siemens and Stephen Downes defined connectivism as the interactions of the technology advancements that are used to share information and network with others. (Davis, et. al., 2008)  Siemens has as one of his connectivism principles is the readiness to know more information is pivotal. (Davis, et. al., 2008) Technology has evolved to the point where it's constantly changing and what seems relevant today, may not be compatible tomorrow. (Davis, et. al., 2008) Some of the current technological advancements of today, twenty-five years ago many would have thought of them never to exist.

One component of adult learning that is a common thread is the motivation factor.  Dr. Ormroad discussed in her video, Motivation in Learning, that adult learners have a firm need to want to know. Adult learners are able to highlight their ability to self-direct, and take control and be accountable for their own learning. (Conlan, Grabowski, & Smith, 2003)  As an educator and an adult learner, the drive that lies within is a cognitive decision to continue to seek and acquire more knowledge in my field in order to better serve my students.

As this course is coming to an end, it is also recognized that adult learning can be subject to a number of factors that may be challenging for adults. Besides motivation, age, life experiences, cognitive abilities and other challenges can affect the learning process of adults. Designing and creating instructional curriculums that are motivational, engaging, and interactive is vital to the adult learner. It is believed that once adult learner creates that need to learn, Keller motivational theory consisting of attention, relevance, confidence, and satisfaction will exude and the learner will have successful outcomes in their educational experience.