Adult Education: Exploring Learning Theories and Facilitative Models

This report delves into the relationship between adult learning theories and facilitative models, focusing on the core principles of andragogy. It examines how adult learners' experiences, practical needs, and problem-solving approaches influence curriculum design. The report highlights the importance of learner involvement, the value of experience-based learning, and the significance of addressing real-world problems. It includes a concept map illustrating the connection between learning theories and facilitative models, along with personal reflections on the application of these theories in educational settings. The report also discusses the future use of facilitation concepts in designing learning kits that cater to cognitive and affective development, emphasizing the need for personalized and quantifiable learning experiences. The conclusion underscores the transformative focus of adult education, emphasizing the role of experience in facilitating new knowledge and its practical application.

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

the learner’s experience to design and implement the training programs. Thirdly, adult education is
learner-centered, that is, the process requires the trainees to be responsible for their decision to learn
the news kills, get actively involved from the planning stage all through to the implementation
phase. Fourthly, adults are positively oriented to take part in the training program. The fact that
adults are aware that they should take up new social roles makes them ready to be retrained, a fact
that was affirmed by Lowry et al (2016).
Reflection on the Importance and Use of facilitation concept developed in the future
The concept can help me in in designing a learning kit bearing the cognitive and affective development
criteria for the students. It helps in designing a model that is not generalist in nature but meant to
address the learner’s specific demands. It also helps in designing a learning material that is
cognitive in nature with emphasis on concepts which are quantifiable thought he various
econometric methods.
The study can be used in designing a learning environment that caters for the learner’s emotional needs,
enhancing open communication and give due regards to individual’s effort as advocated for by
Roulston, Jutras and Kim (2015).
Conclusion
First and foremost, the facilitative model teacher ought to be inculcate into the adult teacher’s models. The
theories put forward to explain the concept of adult education point towards transformational focus
based on experience, critical appraisal and development. The concept of experience seems to be the
most important factor for creating an opportunity for adults to gain new experience and retain it for
routine application. Based on the facilitator model above, facilitation is a complex process that
involves effective interaction between syllabus, the trainer, the trainee and the milieu.

References
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