Learning Theories in Adult Education and Facilitation Models

Learning theories in adult education
Functionalism theory of Education regarded as one of the most significant part of social
society. The theory highlights that the education constitutes two types of functions in society
manifest or primary function and latent or secondary function (Levinson, Cookson, Sadovnik,
2014). The primary functions are visible function which can be experienced directly among
learners whereas secondary functions are hidden. The manifest functions are associated with
education through socialization and practice of various societal roles (Porter & Cordoba,
2009). Latent function are also fulfilled by the education and introduce an individual to built
a social network that last for years which helps them in future work experience.
There is difference between adult learner and children. The adult learner has few
characteristics which need to address.
1. Need for Knowledge: without knowing the need for knowledge Adults would not
learn.
2. Motivation: For an adult learner, the internal motivation is necessary, in most the
cases adult learn for some purpose which remains motivation factor for them.
3. Willingness: the relevance of the knowledge is creates the willingness among adult
learner (Cercone, 2008).
4. . It must be known to a learner how learning will help them in future or make their life
better.
5. Foundation or Experience: After getting the knowledge a learner analyze,
synthesize, and develop new ideas with experience (Kaufman, 2003). It is important
during the learning process a learner should exposed to the arena in order to analyse
the worth of learning.
6. Self-Direction: unlike children Adults are self-directed individuals who want to
implement the knowledge accordingly (Johnson & Johnson, 2009).
7. Orientation to Learning: In modern learning process, orientation is significant. The
task-oriented learning related a learner with their workplace realities.

Facilitation model in Education:
There are numerous facilitation models which facilitate learning process. In this case I have
selected “Constructive Learning Environment” as a facilitation model of learning. In my
opinion the learning environment is the major factor that motivates an adult learner to learn
some things. In the Constructive Learning Environment the primary requirements are
Facilitator, interactivity, quality learning and collaboration (Garrison, 2011).
Concept map relating learning theories in adult education to a facilitation model