1. MISCONCEPTIONS OF ADULT LEARNING
Kat Walker
EDU
Professor Wilkie

2. Overview Introduction Self-Directed Learning Theory
Three Goals surrounding Self-Directed Learning Theory
Self-Directed Learning Theory Misconceptions
Self-Directed New Understanding/Examples
Worldview Theory (Transitional Learning)
Worldview Theory Misconceptions
Worldview New Understandings/Examples
Andragogy Theory
Five Assumptions made by Knowles about Andragogy
Andragogy Theory Misconceptions
Andragogy Theory New Understandings/Examples
Conclusion

3. Introduction
With understanding the adult learner one has to take into account the many theories that have been studied overtime to get to this point in adult education. Three theories that have shaped adult learning are self-directed learning, worldview (transitional learning), and andragogy.
The purpose of this presentation is to provide an overview of the three theories and misconceptions within each and present examples of each theory in relation to adult learners.

4. Self-Directed Learning Theory
Knowles (1975) as cited in Smith (2002) defines self-directed learning as “a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes” (p.18)

5. Three Goals surrounding Self-Directed Learning Theory
There are three goals for self-directed alluded to by Baumgartner (2007).
“to enhance the ability of adult learners to be self-directed in their learning.
“to foster transformational learning as central to self-directed learning.
“to promote emancipatory learning and social action as an integral part of self-directed learning. (Baumgartner, 2007, p.107).

6. Self-Directed Learning Misconceptions
One misconception within self-directed learning is it is an “all in one fix”. However there is not an all in one fix. It is about educators using self-directed learning to their benefit. To be able to better educate and teach students.
The second misconception within self-directed learning is it is done in isolation.
Learning takes place in a classroom or any environment where the learner is open to learning.

7. Self-Directed Learning Theory New Understanding/Examples
Researchers believe that the focus is simply on the person learning and not how the growth of the learner and overall being is changed.
What researchers fail to realize is their are numerous factors going into learning and those impacts affect students.
Example: Setting goals at the beginning of the semester and reevaluating those goals to see what needs to be adjusted or changed for the student.

8. Worldview Theory (Transitional Learning)
Samples (2007) defines worldview as “how one sees life and the world at large” (para.1).
Worldview is important in education and in life because it is partially the makeup of who each student is and the experiences they bring.
Combining worldview in an educational context will allow learners to make a connection to what they are learning on a personal level, as well as expand their prior knowledge to incorporate other cultures and believes on a worldwide level.

9. Worldview Theory Misconceptions
The misconception within worldview is discrimination faced and that education is for certain people. (“only certain people can be educated’). Everyone has the right to want to learn and change their circumstance but the view of others can hinder them.
Baumgartner (2007) states “these disparities are based on race also exist in practices of adult education is no surprise...participation patterns alone have consistently borne out the fact Blacks and other people of color are underrepresented in all types of adult education”. (p.244).

10. Worldview New Understandings/Examples
Transitional learning and worldview coincide within one another.
Meizrow and Taylor (2009) defines transitional learning as “is about change, dramatic fundamental change in the way we see ourselves and the world” (para.1). Worldview and transitional learning are based off the learners perceptions of the world. We all learn differently and have gone through different experiences which add to our overall learning experiences.
Examples: Educators establishing a connection with learners that is safe and learners feel they can open up and share their experiences. This can be done through presentations or course reflections and discussions.

11. Andragogy Theory
Andragogy is defined by Knowles (1968) as “the art and science of helping adults learn….was contrasted with pedagogy, the art and science of helping children learn” (p.43).
Houle was referenced to by Baumgartner (2001) he states “andragogy has altered educators to the fact that they should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can most fruitfully learn” (p.30).

12. Five Assumptions made by Knowles about Andragogy
has an independent self-concept and who can direct his or her own learning.
has accumulated a reservoir of life experiences that is rich resources for learning.
has learning needs closely related to changing social roles.
problem-centered and interested in immediate application of knowledge
is motivated to learn by internal rather external factors.
(Knowles, 1968, p.47)

13. Andragogy Theory Misconceptions
A misconception within andragogy is that educators are using the assumptions of Knowles as the baseline for all adult learners.
Not all adult learners display the same characteristics stated by Knowles assumptions.
Merriam (2001) states “children in certain situations may have a range of richer experiences than some adults possess”.
To understand the dynamics of the students in their class educators must recognize that age does not necessarily define the amount of experience a student has.
Having an environment that is conducive to the target audience promotes learning and motivation which is key in any educational setting especially in andragogy.

14. Andragogy Theory New Understandings/Examples
A new light has been shined on educators, if educators go back to the source on why adult learners want to learn and what motivates them as a learner it can change the dynamic of the definition of Andragogy.
Taylor & Kroth (2009) state “while motivation to learn may sometimes be external for adults, it is more often associated being internal for adult learners” (p.18). Incorporating motivation and andragogy can help educators understand why adults want to learn.

15. Conclusion
Like every theory or belief there will be misconceptions within them, but that is essentially a part of education as we know one size never fits all.
Self-Directed Learning, Worldview/Transitional Learning and Andragogy are only three of the many theories that relate to adult learning.
As educators we must seek to find ways to continue to revamp andragogy to make it applicable to all students in hopes of expanding access and interest to adults who wish to pursue higher education.

16. References
Baumgartner,L. (2001). The New Update on Adult Learning Theory. Retrieved from
Brockett, R. & Hiemstra, R. (1991). A conceptual framework for understanding self-direction in adult learning in Self-Direction in Adult Learning: Perspective on Theory, Research, and Practice. London and New York: Routledge. Retrieved from
Meizrow, J. (1991). Transformative Dimensions of Adult Learning. Retrieved from
Meizrow,J. (2000). Learning to think like an adult: Core concepts of transformational theory. In J.Meizrow & Associates (EDs)., Fostering critical reflection in adulthood. San Francisco: Jossey Bass. Retrieved from
Merriam, S.B., Baumgartner,L., & Caffarella, R,S. (2007) Learning in adulthood. A comprehensive. San Francisco: Jossey-Bass.

17. References Contiuned
Samples, K. (2007). What in the World is a Worldview? Retrieved from
Smith, M.K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy, the encyclopedia of informal education. Retireved from
Taylor, B., Kroth,M. (2009). Andragogy’s Transition into The Future: Meta-Analysis of Andragogy and its Search for a Measurable Instrument. Journal of Adult Education.Volume.38(1). Retrieved from