LEARNING THEORIES

LEARNING TEAM C
AET/500
INSTRUCTOR: MICHAEL
BURNETT
Karnita Gibson-Banister, Jessica Hanfland, Cynthia
McElveen, Rebecca Ralph, and Marquita Smith

Introduction

There are an array of learning theories. Learning

Theories are conceptual frameworks describing
how information is absorbed, processed, and
retained during learning. Because there are a lot of
learning theories out there for the adult learner, our
team narrowed it down to two learning theories.
For each of the selected theories, we have provided
the description, setting/impact, an analysis, and an
evaluation. This presentation will address the
following learning theories:

Constructivism
Humanism

Description of
Constructivism
Constructivism Learning Theory suggest that learners
should construct knowledge from their experiences
(Merriam, Caffarella, & Baumgartner, 2007, p. 285)
either through outside influences, research, or social
interactions.
Constructivism is also cognitive.
It affects adult education by having learners apply what
theyve previously learned and apply it to their
classroom discussions and work that they submit.
Although adult learners come into the classroom with
certain bias they can try to relate emotionally and use
their knowledge to help with problem-solving dynamics.

Description of Humanistic
Learning
Humanistic Learning Theory suggests that experience is the
primary phenomenon in the study of human learning and
behavior; it focuses on the individual and self-development,
with learners expected to assume primary responsibility for
their own learning. (Merriam, Caffarella, Baumgartner,
2007, p. 284)
It affects adult education because it helps the learner with
their self-actualization to learn class room applications by
applying what they learn to continuously grow in their
learning experiences.
The humanist theory also believes that learning can only
be facilitated; only learns those things that involve the
maintenance of , or enhancement of, the structure of self.
(Knowles, Holton, & Swanson, 2011, p. 48)

Setting and Impact of Constructivism

Learning environment that
Setting

allows the students and

instructor/facilitator to
participate at equal levels and
not in an authoritative
environment.

Facilitator is available to guide

the students and to guide
conversation and debate of the
lessons between them.

Facilitator also creates lesson

goals for the students and they
are able to focus and elaborate
on the areas of the lessons that
align with their learning goals.

This can be delivered in all types

of learning modes including
online and traditional.

Impact
Student will create a learning goal
based on past experiences and how
they can be applied to those goals.
Self-directing what the student learns
for themselves creates an
environment that causes the student
to become independent with the
learning and focus on subject matters
that interest them more.

Debate between students and

instructor/facilitator will allow for the
students to see other perspectives on
the lesson and learn more from what
their classmates have taken from the
lessons.

Impact and Setting of Humanistic Learning

Setting

Learning environments that can be used

based on constructivism can also be
used in the same way for the humanistic
learning theory with some differences.

The environment would allow the

student to focus on their individual
learning goals to gain more fulfillment of
their personal potential.

Because of this, the instructor plays the

role of facilitator to guide the student
while they seek out knowledge and get
closer to self-actualization.

The focus should be on what the student

feels they need for improve themselves
for their future goals and allow that to
become the motivation for learning.

Impact
The student will be able to choose
what they want to focus on with their
learning based on what they find to
be more appealing and related to
their goals.

The student will feel more

independent as a learner when the
facilitator is helping them along their
learning process instead of forcing
specific learning guidelines and
lessons.

The student will learn how to

research, teach themselves and
potentially others, debate the
information they found most
relatable to their goals and gain more
knowledge geared toward their goals.

Analysis of Constructivism in Adult

Education

Learning environments are often established

online where authenticity can be simulated or
achieved, and learners are required to
navigate through the challenges with limited
guidance
The educator is only a facilitator, only
assisting when necessary
It is suitable to a computerized learning
environment, for data manipulation and
presentation but also for networking and
communication via the Internet

Analysis of Humanistic Learning in Adult

Education

They emphasize the "natural desire" of

everyone to learn. Whether this natural
desire is
to learn whatever it is you are teaching,
however, is not clear.
Learners are empowered and to have
control over the learning process.
The teacher relinquishes a great deal of
authority and becomes afacilitator.

An Evaluation of
Constructivism

Pose problems that are or will be relevant to the student

Structure learning around essential concepts

In many cases the problem you pose either are or will be relevant to the
student or adult learner and they will approach it sensing it relevance to their
lives.
The instructor can also add elements to the learning situation to make it
relevant to the students or adult learners lives.
Encourage learners to make meaning by breaking wholes into parts.
Avoid starting with the parts to build a whole.

Be aware that learners points of view are windows into their reasoning

The challenging of ideas and the seeking of elaboration threatens many

students.
Students in the traditional classroom who cannot guess what the teacher has
in mind for the right answer quickly drop out of class discussion.
They must be "gentled" into the constructivist-learning environment through
open-ended, nonjudgmental questioning.

An Evaluation of Humanistic Learning

The self concept

Real self is the persons actual perception of characteristics,

traits, and abilities that form the basis for striving for selfactualization.
Idea self is the perception of what one should be or would like
to be.

Instructor Guide

The instructor must guide the learners in fulfilling their innate

capabilities for them to achieve self-actualization.
Instructor should also assist them in discovering their selfconcept.
Instructor should not be controlling and the classroom
ambiance should be relaxed.
Also express unconditional positive regards to the learners.

Conclusion

Our team has presented four essential points to

learning theories: description, impact/setting,
analysis, and an evaluation of each learning
theory. Although there an array of learning
theories out there we narrowed it down to two
theories: constructivism and humanistic
learning. These two learning theories provide
information that will help shape the learning
environment for the adult learner. These
theories will help the adult educator as he/she
trains future adults in the workforce.

References

Anderson, T. (2008). Towards and Theory of Online Learning.

In Anderson, T. & Elloumi, F.Theory and Practice of Online
Learning. Athabasca University
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.
Maslow, A. (1987).Motivation and personality, 3rd Ed. New
York: Harper & Row.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007).Learning in adulthood: A comprehensive guide(3rd
ed.). San Francisco, CA: Jossey-Bass.
Rogers, C. (1961).On becoming a person: A therapists view
of psychotherapy. Boston: Houghton/Mifflin.