*Module: EDU508 (Adult Learning Theory and Practice)
Facilitators: Mr. Lhapchu & Mrs. Wangmo
It’s almost three weeks now since the Post Graduate Diploma in Higher Education has begun. Participants were introduced to four different modules of the program. Out of the four modules, the following paragraphs represent my reflection on ‘Adult Learning Theory and Practice’ (EDU508) which was facilitated by sir Lhapchu and Madam Wangmo.
The session started on 26 December 2014 by discussing what really learning is; our facilitators made us think and ponder upon what we thought about and what our take was on it. We then realized that what we thought we knew was just a little comprehension of the concept. We concluded that different individuals have different views but ultimately, we were briefed by the facilitators that learning in general has two types: Reflective and Non-reflective learning. We were also made clear how the concept of learning is changing from time to time. Then, Mr. Lhapchu (facilitator) talked about the principles of adult learning and its philosophical foundations. The facilitators explained about the adult learning theory of Malcolm Knowles which states that the learning process should be: relevant, engaging, active and learner -centered. We were also introduced to six prevailing philosophies of Liberal Adult Education, Progressive Adult Education, Behaviorist Adult Education, Humanistic Adult Education and Radical Adult Education.
The next topic on 27 December 2013 was yet again another interesting session. It was more of interactive and activity based learning. We were asked by facilitators to share differences between learning in children and adults. After having shared our points in group to the whole class, facilitators verified, validated and reconfirmed the answers. It was basically intended to analyze the similarities and differences between how children and adult learn. That’s where we also knew how the teaching/learning method is shifting (or tends to shift) from “pedagogy” to “Andragogy”. We then discussed the features of both in detail.
The rest of the sessions from 28 December were presentations by participants in groups. Towards the end of the third week, we have covered all the four units of the module: Child and Adult Learning and Historical trends; The Adult Learner; Theories of Adult Learning; and Characteristics of Learning (of Adult Learners).
I enjoyed discussing and learning concepts from this very module: Adult Learning Theory and Practice, EDU5058. The knowledge that I gained from here would be especially useful when dealing with adult students back in the college; at least I am now aware of some of the basics to be implemented as a teacher in the university setting. And I am specially overwhelmed by the facilitators’ use of student-centered approach in teaching/learning. We as participants were given the responsibility to take charge of learning while they still guided and facilitated us. The whole process was indeed adult learning which very much suited for us.
Written By Karma Yezer (Gaeddu College) some time back in January 2014