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adults are internally motivated to learn. Because of this, the training facilitator should explain to the participants the importance of the training and what it will do for them in the long term. Recognizing their ideas, affirming their opinions and letting them share and be listened to are great motivators.
After comparing all the learning theories and their orientation to the adult education models, it is evident that a learning model should take into consideration all the learning theories before structuring its contents. This is because all the learning theories have an aspect in themselves that may definitely help adults in their learning process. These theories take into consideration the learning environment, the contents of leaning and the impact of learning to the individual and the society. Therfore, they should be the basic theories to consider when putting into practice any adult learning model.
The social orientation theory emphasizes on the social environment depicting the relevance of the education model to both the learner and the society. The social orientating theory sees the learning process as that which moves from the individual to the community. Therefore it sees the learning process as of more relevance to society and the individual person.
The cognitivist theory views the purpose of education as being to develop the capacity and skill to learn better by creating the necessary environment for internalization of what is learned. This is the basis of any learning process since what is learned must be understood and internalized even before it is practiced. The role of educator is seen as purely to structure the learning process and contents in a way that it can be understood easily by the learning group. This is a very essential concept in adult learning since what is being learned must be presented in a way related to what the learners are facing. Learning content must be relevant in order to draw their attention. The learning model used must take into consideration the needs of the learning group and consider how the content will help them. This is because adult learning is focused. In the adult learning process, this theory insists on the cognitive development of the learners. The content of learning must not be too difficult for the learners to understand. Adults easily learn how to learn by themselves and the learning model used should facilitate their self-directed learning.
Adult education is especially driven by the need of people to solve the problems that surround them. The problem becomes the stimuli that stimulate people to learning. This theory views the purpose of education as bringing about a behavioral change. Most of the challenges that people face are as a result of their actions. Therefore it is their behavior that brings the challenges that confront them.
Shirley J. Caruso, Ed.D. The success of an organization might be ascertained by how adept the organization is at making the most of its physical, financial, information, and human resources. Because an organization’s resources are vital to its success, learning methods of enhancing and managing them is essential. Many consider human capital the most important […]
Instructional Development or Instructional Design (ID) is training design. ID is associated with the systematic approach of analyzing human performance problems, identifying the underlying causes of those problems or gaps in performance, choosing solutions that address performance gaps, and implementing interventions such as training, performance support tools, organizational restructure, and employee reward programs.
According to Gilly, Eggland, and Gilley (1989), the instructional design process consists of seven interrelated phases with each phase serving as a basis for the others. The seven phases are philosophy of teaching and learning; organizational, performance, and needs analysis; feedback; program design; program development; evaluation; and accountability.
When developing models and theories related to the learning and development process, instructional designers are acting as theoreticians. Instructional designers must have the ability to imagine nonrepresentational ideas in order to approach problems from a unique perspective. This role requires the instructional designer to possess advanced knowledge of adult learning theory.
The role of the instructional designer is equally important in all organizations. Learning is a continuous process. Rapid changes in technology, demographics, and globalization dictate the need for instructional design. As new skills are required, organizations depend on instructor-led training programs to develop these skills and put them in practice.