Adult Learning

Transactions
Karnita Gibson-Banister, Jessica Hanfland, Cynthia
McElveen, Rebecca Ralph, and Marquita Smith
Learning Team C
AET/500
Instructor: Michael Burnett

Introduction
In this presentation we will cover the following instructional models:
Classical Conditioning Theory by Ivan Pavlov
Laws and Connectionism by Thorndike
Gestalt Psychology by Max Wertheimer, Kurt Koffka and
Wolfgang Kohler
Schema Theory by Psychologist Frederic Bartlett
Operant Conditioning Theory by B.F. Skinner

Classical Conditioning
Classical conditioning was first
described in 1903 by Ivan Pavlov, a
Russian physiologist, and later studied
by John B. Watson, an American
psychologist. Its an
automatic/reflexive type of learning that
occurs through associations between
environmental and natural stimuli with
the use of a neutral signal before the
latter. (The Behaviorist Views It)

Rationale
Facilitators to try to make sure that students associate
positive emotional experiences with learning

Application for use

Classical conditioning can be applied in the classroom, for
the creation of a pleasant environment to help the
students overcome their anxieties and fears.

Andragogical principles are employed via

this model
Principles can be used as the stimulus in the
environment the behavior/ response equals
excelling in the learning experience

Characteristics / Learning Styles Considered for

Classical Conditioning
Self-concept- As a person matures his/her self concept moves from
one of being a dependent personality toward one of being a selfdirected human being
Motivation to Learn- As a person matures the motivation to learn is
internal (Knowles 1984:12).

Support
Facilitator reinforces the learning process with more exercises that
promote Success

Reflection Component

This model does not provide a reflection component. Facilitator will

incorporate reflections with small group discussions.

Laws and Connectionism

Summary
Connectionism is the S-R (StimuliResponse) theory of learning. Trial
and error learning allowed for
behavior to be altered based on
positive or negative consequences,
which led to Thorndike's laws of
learning (Merriam, Caffarella, &
Baumgartner, 2007).
1. Law of Effect - Remember
behavior that leads to positive
conclusions.
2. Law of Exercise Repetition of
positive learning.
3. Law of Readiness If taken effect,
learning will enhance.

Rationale and Application

Rationale to use connectionism
and the laws that came from the
researching connectionism is
that practice leads to better
success and reward for success.
Intelligence can be increased
with the most connections of
positive learning gained.
The application of Thorndikes
laws of learning and
connectionism can be used in a
classroom/training environment
through repetition of practicing
the material being taught. The
more practice leads to higher

Andragogy Principles
Characteristics/Learning Style

Readiness to Learn

Orientation to Learning

When students

Students that are ready

to learn can successfully
take on assignments with
higher motivation.
Motivation will push them
to succeed in order to
gain positive responses
for positive work
completed (Merriam,
Caffarella, & Baumgartner,
2007).

understand the relevancy

of their learning plan,
repetition becomes a
part of successful
learning (Merriam,
Caffarella, &
Baumgartner, 2007).

Support and Reflection

Facilitators/trainers show support to students
by offering supplemental coursework relevant
to the learning goals of the course. They
should also be available and monitoring the
work to give praise or offer guidance
While this instruction model sounds more
applicable in children's education, repetition
allows to the opportunity for beneficial
behavioral habits to form that increase
performance, which will benefit adult learners
as well.

Gestalt Psychology
Max Wertheimer, Wolfgang Kohler and
Kurt Koffka worked on developing the
fundamental concepts of the Gestalt
theory from 1910-1914. It is the study
of how people integrate and organize
perceptual information (information
they perceive like things they see and
hear; problem solving) into meaningful
wholes.

Gestalt Rationale
Useful as guides for the students to differentiate
the important and unimportant facts.

Gestalt Application
Gestalt Psychology can be applied in the
classroom, as a guide for teachers and facilitators
as they organize their material and learning
activities and prepare their students to see the
whole picture; think upon all subject matters to
come to a conclusion.

Gestalt & Andragogy Principles

Problem Solving: The adult learner learns best
when their perceived outcome is relevant to them
and their own development.

Characteristics /Learning Styles

Considered for Gestalt Psychology

Orientation to Learning: Problem centered and

contextual (Knowles, Holton, & Swanson, 1988)

Support

The facilitator provides support for students

success through small groups/or team building in
order develop problem solving skills.

Reflection Component

Critical thinking skills are used in the reflection of

Gestalt Psychology. It allows the learner to conduct
a thorough research, integrating theory with
practice and applying knowledge to solve a

Schema Theory
The Schema Theory was introduced
into education and psychology through
the work of British Psychologist Frederic
Bartlett in 1932. Bartlett described the
Schema Theory as a way that old
knowledge can help influence new
information.

Rationale
Facilitators try to help students use generic concepts stored in their
memory to help understand new information.

Application for use

Schemata can be applied in a classroom by making students
comfortable using their past experiences to associate with new
information.

Andragogical Principles
Principles can be used to show how experiences can help with
learning new information.

Characteristics / Learning Styles

Considered for Schema Theory
Learners use Schema to organize current knowledge and
provide a framework for future understanding.
When learners can use Schema and make connections between
ideas, learning is maximally facilitated and is optimally made more
meaningful.

Support
Facilitators reinforces the learning of new information by using
activities that help associate old information to the new.

Reflection Component
Learners can share past knowledge with other learners in a
discussion format.

Operant Conditioning

Introduction
Was coined by B.F. Skinner in 1939 in the context of reflex physiology, to differentiate what
he was interested inbehavior that affects the environment (Staddon, 116)
Was based on the work of Edward Thorndike
Rationale
Skinner believed that the best way to understand behavior is to look at the causes of an
action and its consequences
Behavior which is reinforced tends to be repeated (i.e. strengthen); behavior which is not
reinforced tends to die out or be extinguished (i.e. weakened)
Application
Three Types of Responses or Operant
Neutral operant: responses from the environment that neither increase nor decrease the
probability of a behavior
Reinforcers: responses from the environment that increase the probability of a behavior
being repeated
Punishes: responses from the environment that decrease the likelihood of a behavior
being repeated

Andragogical Principles
In the conventional learning situation it
applies largely to issues of class-and student
management
For behavioral modification, provide:

Compliments
Approval
Encouragement
Affirmation

Characteristics of
Adult Learners
Support Services: constant feedback on
assignments that were graded from
facilitators and peers
Adult learners can be able to ask questions if
they are doing an assignment correctly or not
by the feedback given back to them
They will learn if they continue to be given the
same feedback and will correct their mistakes

CONCLUSION
In conclusion, adult learning transactions are
shown through traditional and non-traditional
instructional models such as Classical
Conditioning Theory, Laws and Connectionism,
Gestalt Psychology, Schema Theory, and Operant
Conditioning Theory. All of which fall under the
Five Orientations to Learning. We have
discussed Behaviorist, Cognitivist, and
Constructivist learning theories. The adult
learners purpose in learning is to produce
behavioral change in desired direction, to
develop capacity to learn better, and to
construct knowledge. (Merriam, Caffarella, &

References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007). Learning in Adulthood (3rd ed.). San Francisco, CA:
John Wiley & Sons.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The
adult learner: The definitive classic in adult education and
human resource development (7th ed.). New York, NY: Taylor &
Francis.
Staddon, JER; Carutti, DT; Operant Conditioning, Annual
Review of Psychology: 2003; 54.
Watson, J. B. (1913). Psychology as the Behaviorist Views
It, Psychological Review, 20, 158-177.
www.simplypsychology.org/operant-conditioning.html