by Katy Hillary
So far our research into the most recent adult learning theories is reinforcing what we already knew and making us feel very clever indeed. It is of course nice to know that we have been right all along - as we suspected!
Research backs up our preferred approach by extolling the benefits of learner autonomy and self-direction and emphasisng the need to connect adult learning to a current knowledge/experience base.
Most experts also focus on goal orientation and the importance of an adult learner understanding the reason for learning something, for example in relation to a specific improvement in their day to day working role. This is where the reflective activities that we often use come into their own. Each time you ask a learner to think about what they currently do, or how they have dealt with an issue in the past, it encourages them to construct new and extended understandings, building on past behaviour and current knowledge.
However, there is one area of our learner tools that we will be updating shortly - the How do I learn? diagnostic in the "Personal Profile" section of the system.
Currently we offer learners who want to think more about this a reference to David Kolb's work on experiential learning. Research suggests that adult learners benefit from considering the process of their learning - in fact that it is the reflection on the process that motivates and supports adult development, more than any particular theory they might come across. So we hope to extend the references available here, to widen and update the background information for people who wish to explore further.
Watch this space!
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