Learning Theories and Philosophy of Teaching A relationship between theories of learning and instructional design exists with the focus being on the learning strategies of behaviorism, constructivism and cognitivism (Mergel, 1998). An advocate of adult learning theories, I believe these are important theories, especially for one interested in the online environment. It is often difficult to differentiate between these theories (Mergel, 1998) and often some of the theorist who are said to hold to a specific belief, are found connected to another theory as well (Mergel, 1998). Adult education encompasses andragogy, self-directed learning, and transformational learning. A mosaic of theories, assumptions, models, they describe a set of principles with explanations that compose the knowledge-base that is known as adult learning. The early days of the twentieth century saw the movement toward adult learning coming to life. Knowles, wrote his while also populizing andragogy. Andragogy, “five assumptions,” Knowles (1970) wrote, is the and science of “art teaching adults” (http://teal.ed.gov, 2011). According to Jarvis, Holford, and Griffin (1998), Knowles was forced to reformulate the distinction he had made between andragogy (teaching adults) and pedagogy (p. 61), which he defined as and science of teaching Knowles (1980) ‘the art children” (http://teal.edu.gov). contrast of andragogy and pedagogy was immediately was criticized. Much of the criticism was based on Knowles claim that pedagogy was a content model while andragogy was a process model (Smith, 1996; 1999; 2010). Knowles (1984) altered this position, adding the assumption that as a person matures the motivation to learn is internal (Knowles, 1984, p.12). Kidd (1978) through his study of adult learning puts andragogy into perspective: describe as adult learning is not a different or order from child “What we learning. Indeed our main point is that man must be seen as a whole, in his lifelong
Learning Theories and Philosophy of Teaching A relationship between theories of learning and instructional design exists with the focus being on the learning strategies of behaviorism, constructivism and cognitivism (Mergel, 1998). An advocate of adult learning theories, I believe these are important theories, especially for one interested in the online environment. It is often difficult to differentiate between these theories (Mergel, 1998) and often some of the theorist who are said to hold to a specific belief, are found connected to another theory as well (Mergel, 1998). Adult education encompasses andragogy, self-directed learning, and transformational learning. A mosaic of theories, assumptions, models, they describe a set of principles with explanations that compose the knowledge-base that is known as adult learning. The early days of the twentieth century saw the movement toward adult learning coming to life. Knowles, wrote his “five assumptions,” while also populizing andragogy. Andragogy, Knowles (1970) wrote, is the “art and science of teaching adults” (http://teal.ed.gov, 2011). According to Jarvis, Holford, and Griffin (1998), Knowles was forced to reformulate the distinction he had made between andragogy (teaching adults) and pedagogy (p. 61), which he defined as ‘the art and science of teaching children” (http://teal.edu.gov). Knowles (1980) contrast of andragogy and pedagogy was immediately was criticized. Much of the criticism was based on Knowles claim that pedagogy was a content model while andragogy was a process model (Smith, 1996; 1999; 2010). Knowles (1984) altered this position, adding the assumption that as a person matures the motivation to learn is internal (Knowles, 1984, p.12). Kidd (1978) through his study of adult learning puts andragogy into perspective: “What we describe as adult learning is not a different or order from child learning. Indeed our main point is that man must be seen as a whole, in his lifelong
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