Adult Learning Theory

K.P. Cross

2 classes of variables-situational & personal characteristics

personal (age, life phase)

situational (p/t, f/t, commuter, voluntary)

Based on 4 principles

1.Adult learning programs should capitalize on the experience of participants

2. Adult learning programs should adapt to the aging limitations of the participants

3. Adults should be challenged to move to increasingly advanced stages of personal development

4. Adults should have as much choice as possible in the availability and organization of learning programs.

Andragogy

Malcolm Knowles

Andragogy makes the following assumptions about the design of learning:

1. Adults need to know why they need to learn something 

2. Adults need to learn experientially

3. Adults approach learning as problem-solving

4.  Adults learn best when the topic is of immediate value

Experiential Learning Theory

Carl Rogers

two types of learning: cognitive (meaningless) and experiential (significant)

Experiential learning is equivalent to personal change and growth

key to the distinction is that experiential learning addresses the needs and wants of the learner.

Information Processing Theory

G.A. Miller

two theoretical ideas that are fundamental to cognitive psychology and the information processing framework.

Chunking-the idea that short-term memory could only hold 5-9 chunks of information 

TOTE (Test-Operate-Test-Exit)-a goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal 

Multiple Intelligences

Howard Gardner

there are a number of distinct forms of intelligence that each individual possesses in varying degrees:

linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills) 

Learning/teaching should focus on the particular intelligences of each person

Script Theory

Roger Schank

Schank uses script theory as the basis for a dynamic model of memory

central focus of Schank’s theory has been the structure of knowledge

Script theory is primarily intended to explain language processing and higher thinking skills

Situated Learning

J. Lave

Learning as it normally occurs is a function of the activity, context and culture in which it occurs

Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge.

Learning requires social interaction and collaboration.

Social Learning Theory

A. Bandura

emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others

social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences

The most common (and pervasive) examples of social learning situations are television commercials

Attribution Theory

B. Weiner

Attribution theory is concerned with how individuals interpret events and how this relates to their thinking and behavior

Attribution theory assumes that people try to determine why people do what they do, i.e., attribute causes to behavior.

Attribution is a three stage process: (1) behavior is observed, (2) behavior is determined to be deliberate, and (3) behavior is attributed to internal or external causes.

Cognitive Dissonance Theory

L. Festinger

There is a tendency for individuals to seek consistency among their cognitions

Two factors affect the strength of the dissonance: the number of dissonant beliefs, and the importance attached to each belief. 

There are three ways to eliminate dissonance: (1) reduce the importance of the dissonant beliefs, (2) add more consonant beliefs that outweigh the dissonant beliefs, or (3) change the dissonant beliefs so that they are no longer inconsistent.

Constructivist Theory

Jerome Bruner

learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge

the instructor should try and encourage students to discover principles by themselves

 1.Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness)

2.Instruction must be structured so that it can be easily grasped by the student (spiral organization)

3.Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

Transformational Learning Theory

J. Mezirow

The theory has two basic kinds of learning: instrumental and communicative learning

Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships

Communicative learning involves how individuals communicate their feelings, needs and desires