The first assumption is as a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being (Merriam et al., 2007). The learner is self-directed at this point. The second assumption is that an adult accumulates a growing reservoir of experience, which is a rich resource for learning (Merriam et al., 2007). Adults are able to use their experiences for themselves and others. Thirdly, the readiness of an adult to learn is closely related to the developmental tasks of his or her social role (Clardy, 2005).
This readiness to learn is a direct result of life experiences. Fourth, there is a change in time perspective as people mature from future application of knowledge to immediacy of application (Merriam et al., 2007). Thus, an adult is more problem centered than subject centered in learning. Lastly, adults are motivated to learn by internal factors rather than external ones (Merriam et al.,...
... middle of paper ...
...actual learning process itself. The Illeris model is the most interested in the learning process itself. McClusky’s theory has more to say about adult development and the timing of learning, though, than about the actual learning transaction (Merriam et al., 2007). McClusky's model does not directly address learning itself but rather when it is most likely to occur. It can be used in understanding the link between development and learning (Merriam et al., 2007).
ASTD Speaker Orientation (2007). Adult Learning Models.
Clardy, A. (2005). Andragogy: Adult Learning And Education At Its Best?
Knowles, M. S. (1984). Andragogy in Action. Applying modern principles of
adult education. www2.selu.edu/Academics/Faculty/nadams.etec630&635
Merriam, S. Caffarella, R. Baumgartner, L. (2007). Learning In Adulthood. Adult
Learning Theory and Models
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