Relationship between Learning Theories and Facilitative Models

THE RELATIONSHIP BETWEEN LEARNING THEORIES AND FACILITATIVE MODELS
Introduction
Adult learning theories have the common goal of behavioral change and experience. According to
Chernobsky and Hayes (2019) adult learning can be split in to two categories, namely; a process
that spurs transition in an individual and a mechanism that infuses transition into an organization.
Facilitation, according to Whitney, Budd and Mio (2018) is a learning process that involves an
instructor who; guides, instigates and motivates the learners based on a given set of principles.
This is a learning theory that explains the difference between the learning strategy used on adults compared
to the style used on children. This theory posits that there are different unique intrinsic strengths
which facilitate learning in adults compared to children over the same concept (Brockett &
Hiemstra, 2018). Problem-based learning- adults need practical reasons or learn to solve practical
problems in their workplace. They normally return to class for specific reasons (Ferreira, MacLean
& center, 2018).
Reflection on the factors to consider while developing adult curriculum
Based on the theories of adult learning described in the map, the following are some of the factors which
trainers need to focus on while designing training kits for teaching adults.
1. The potential learners should be actively involved in designing the content and learning processes.
2. The training process should be meant to add value to what the learner already knows.
3. The learning process should be focused on the current issues affecting the learner’s workplace of
personal life.
4. Learning should be focused on solving the problem affecting the learner and not training based on
cramming content.

The concept map relating learning theories in adult education and a facilitative model adopted from Savin-
Baden (2003).
Personal reflection on learning theories in adult education.
Firstly, the theories indicate that adult learners approach the learning process with a strong urge to know.
They are interested in knowing the reason why they need to undergo the training process. Secondly,
adult education is founded on the premises of what they have gone through. Trainers heavily rely on