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How does Social learning theory positively impact the training program - Literature review Example

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Adult Learning Theory & its Practical Implications in Learning Environments & WorkPlaces: Literature Review Name of Course Your Name Your University Introduction This paper is a literature review of the concept of Adult Learning Theory and its implication in learning centres and workplaces…
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How does Social learning theory positively impact the training program
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Download file to see previous pages In resolving the main research problem, the following objectives will be addressed as a guideline: 1. The definition and distinctiveness of adult learning theory. 2. An assessment of Adult learning processes and systems in educational institutions. 3. An evaluation of organizational learning in relation to adult learning. Definition & Differentiation of Adult Learning “Adult Learning Theory often known as Andragogy is distinct from teacher-led or content-led systems of traditional learning, which is known as Pedagogy” (Yaafi, 2012 p1). Scholars in most educational fields prefer to examine the concept of adult learning in relation to the traditional method of teaching and learning, which is the classroom type of learning whereby the teacher leads students through a given course. Beich describes some important components of pedagogy or child learning (2011 p26). First of all, the instructor is viewed as an expert. This is because there is often a huge noticeable gap between the experience and skills of the instructor and the students. Secondly, the instructor is responsible for the learning process. In other words, the instructor is in the centre of affairs and s/he takes charge of the activities within the classroom. Thirdly, the learning content is structured. There is a clearly defined goal and a logical sequence. Fourthly, the motivation in a pedagogic learning environment is external. Students sit in class because they have to move on to the next level, pass exams or graduate. Knowles identifies some important components of adult learning that makes such learners distinct (1973). They include: 1. Adults need to know why they should learn before investing time to learn. 2. Adults enter learning situations with self directing motives. The trainers just guide. 3. Adults come into the learning environment with a wealth of experience. 4. Adults have a readiness to learn things that help them to cope with their daily lives. 5. Adults devote more energy to learn things that help them to perform a task or solve problems. 6. Adults are more responsive to internal motivation like self esteem rather than extrinsic motivators like promotion and the like. Beich (2011) goes on to draw a distinction between the two concepts. This is tabulated below: Andragogy Pedagogy Learners are called 'participants' or 'learners' Learners are called 'students' Independent learning style Dependent learning style Objectives are flexible Objectives are predetermined It is assumed that learners are experienced Learners are often inexperienced Active training methods are used Passive training methods are employed Learners influence training pace Trainers control the learning pace Participants' involvement is vital for success Learning is content centred Learning is real-life and problem centred Learning is theoretical In spite of the relativism in the definition of adult learning or andragogy, there are some absolute definitions which seem to provide an independent view of the concept. According to Isenberg, “... andragogy is the art and science of helping adults learn” (2007 p9). This means that it involves the necessary actions and activities that come together to support the upgrade of knowledge amongst adults. This definition has not been without its criticism. Rachal makes a significant analysis of andragogy and identifies its shortfalls. He stated that “Due to the elasticity of meaning of andragogy and the consequent variability of ...Download file to see next pagesRead More
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