Collaborative/Competitive Adult Learning - Report Example

Collaborative/Competitive Adult Learning The ever increase in demands for information-based societies and economies in both developed and developing nations have put the spotlight on percentage of adults who are lacking literacy skills (Wlodkowski, 2009). This is because time in memorial, education has played an important part in shaping the development of our societies and hence the concern. Despite the fact that adult literacy statistics vary from country to another, it is very clear that there are more individuals living presently with low literacy skills than it was the case a decade ago. More specifically, Adult’s potentially distinctive characteristics as learners in our society have been a topic of interest to educators, scholars and adults themselves for decades. Noted philosophers, ranging from the famous Plato to Rousseau, questioned whether adults could learn at all, or if they could at least engage in the kind of rational thought typically related to "higher learning. The central debate of how adults learn has also occupied the attention of various practitioners and scholars from the time the founding of adult education in 1920s as a professional field. Years later, there have been no one responses, no single theory or model of adult learning that highlights all that educators perceive about adult learners, the various contexts where learning process takes place, and the technique of learning itself. However, Andragogy makes assumptions that the design of learning should be in a way that adults learn experientially and also understanding why they require knowing something. It also supports the idea that adults approach to learning should be as a problem-solving. All these views have all contributed to the understanding of Collaborative or Competitive Adult Learning. In present societal setting, the frequently mentioned characteristic of adult learning process is the fact that education should be participatory or collaborative in nature. Collaborative learning is a form of learning that provides for a situation in which three or more individuals learn or attempt to learn something together. Unlike individual learning, learners engaging in collaborative learning capitalize on Individual’s skills and resources. This is more often than not done through asking one another for the information, examining one another’s views, monitoring individual’s work, among other practices. More precisely, collaborative learning in adult education is formed on the framework that knowledge can be created within a population where members continuously and actively interact by sharing and imparting experiences and conduct asymmetry roles. This is a key area that is always ignored by policy makers in other forms of learning. Collaborative learning always assumes that all adult participants are equals and are bringing essential knowledge or strengths to a discussion. Collaborative learning in adults is more rooted in Vygotsky’s opinion that there exists an inherent social feature of learning which is portrayed through his famous theory based on zone of proximal development (Barton et al., 2000). Furthermore, reinforcement for participation and collaboration in adult learning is rooted in a philosophical technique to adult education originating from the progressive learners movement, one of many movements upon which their educations philosophical foundations are founded. Collaborative adult education assumes that knowledge is socially constructed by communities of individuals, as oppose to individually and as such that the shaping and testing of various ideas is a process in which all should participate roles (Barton, et al 2000). Although the requirements for collaboration and participation in learning process are emphasized in more of the adult education literature, there exists little empirical support for detailed collaborative learning as the perfect way to educate adults. Collaborative or competitive adult learning stresses the role of common inquiry in learning, a technique or a process through which learners start experiencing knowledge as resource that is created as opposed to something that is diffused from the teacher or facilitator to the learner (Barton et al., 2000). Collaborative or competitive adult learning addresses the concerns such as in what way is authority distributed and experienced in the learning places or setting. The preeminent view behind Collaborative or competitive adult learning is that learning is essentially enhanced when knowledge that is developed and transmitted is shaped by the perspectives and activities of the group, so the teacher’s role as an authority figure and source of knowledge is minimized roles (Barton, et al 2000). Collaborative or competitive learning thus apart from addressing key concerns in the education sector, it also relates to andragogy in many ways (Foley, 2004). Andragogy relates to important aspects a person’s education system. According to its applicability, there is over emphasis on the readiness to Learn by adults as a group. The concept is supported by a fact that, as individuals matures their readiness to learn also does so more and becomes oriented increasingly to the developmental tasks of their social roles. This gives a great correlation between Andragogy and adult education principles. The relevance of education or a study becomes more and more clear in adults as it is needed to carry out just a particular task. At this stage more ground may be made as the subject seems relevant roles (Galbraith, 2004). As a correlation with andragogy, collaborative or competitive learning focus on examining different approaches to solving a problem or analyzing important issues, or exploring a new concept. Furthermore, it strives to help adult learners understand the importance of sharing their views and understanding, the group works to gain insights, build new ideas and discover solutions roles. For example, adult literacy trainers should plan to act as co-instructor, working with learners to build important team and various communication skills for efficient group discussion and problem-solving. In more mature collaborative leaners’ groups, adult learners facilitate themselves, needing infrequent guidance from the facilitator, who is a full participant in the collaborative process. This is more often than not done through asking one another for the information, examining one another’s views, monitoring individual’s work, among other practices. More precisely, collaborative learning in adult education is formed on the framework that knowledge can be created within a population where members continuously and actively interact by sharing and imparting experiences and conduct asymmetry role roles. Andragogy focuses on learners different needs and learning of different skills; thus, everyone might not be involved in a collaborative or competitive activity at the same time. Andragogy relates to underscoring the concept of orientation to learn in adults. This is attributed to a fact that as an individual matures his/her time views changes from one of postponed appliance of knowledge to immediacy of appliance of knowledge, and accordingly their orientation toward learning changes from one of subject- centeredness to single problem centeredness. As such, adult learners tend to be more problem-centered as opposed to subject-centered (Evans et al., 2006). Adult learners perceive education as a process of developing enhanced competence to achieve individual’s full potential in life. They always apply whatever skill and knowledge they gain today to living more effectively in future. As a conclusion, understanding the principles of collaborative or competitive adult learning is important as it forms pivotal role in today’s societal development. Andragogy focuses in understand the needs adults within the learning setting, motivations, interests, capacities, and objectives of learning. Through this a system is developed that enables adult learners to look at themselves maturely and objectively (Barton et al., 2000). Collaborative or competitive adult learning assists learners in accepting and respect themselves for what they are, while struggling earnestly to become better education wise. Effectiveness of any education system depends on the long term benefits it has to any individual that undergo through the process and as such collaborative or competitive adult learning is an integral and important part of human development (Wlodkowski, 2009). References Top of Form Barton, D, Hamilton, M and Ivanic, R (2000) Situated Literacies, Routledge Press, London. Evans, K, Hodkinson, P, Rainbird, H and Unwin, L (2006) Improving Workplace Learning, Routledge Press, London. Foley, G. (2004). Dimensions of adult learning: Adult education and training in a global era. Maidenhead, England: Open University Press. Wlodkowski, R. J. (2009).Characteristics and skills of a motivating instructor . Enhancing adultmotivation to learn. Hoboken, NJ: John Wiley & Sons, Inc. Bottom of Form Read More