Adult Learning Theory and Research

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Relationships between Learning and Development

Many educators and students’ tutors have become more aware of the ways students can learn and develop in order to advance their achievements. In particular, they should also understand how various development requirements, such as self-esteem deficiency and cultural alienation, can become the main reason for students’ limited learning capabilities.

Considering the concepts of successful of adult learning, it is necessary to comprehend development as the basis of learning despite the assumption they adults were terminated their development by their 20s. In this regard, it is necessary to redefine the connection between learning and development and to transform those relationships into developing process that takes place within a short period of time (Drago-Severson, 2004, p. 18). Such a distinction is important; otherwise, all theories and concept of adult learning will not make any sense.

Brief Explanation of Theory with Regard to Research Question

Based on the above-presented considerations, adult learning and development is impossible without application of a theory as itself. It means it provides education with possibility to train adults and achieve impressive results. More importantly, theory must be implemented because the practicing is impossible without theoretical framework. Second, a theory provides consistent steps and plans for adult learners to take and, therefore, it can be considered to be functional (Brookfield, 2005, p.7).

Finally, the theorizing and creating theoretical concepts is predetermined by the necessity to systematize the knowledge gathered during the research on adult learning. Consequently, a critical theory of adult learning can greatly contribute to the organization of consistent information about political and social values. It also provides a hope for adult learners to further develop and acquire knowledge. In order to understand how an adult learner acquires knowledge, it is necessary to understand how a person knows and transforms information into knowledge.

Selecting a Theory, Developing Face-To-Face Communication and Online Presentation

A critical theory of adult learning is more concerned with the extent to which a person is aware of current political and social situation and the way he/she can adjust to constant changes. There are theories that differently analyze how development of new social organizations can predetermine a newly integrated personality (Brookfield, 2005, p. 14). In this regard, the major steps for understanding the critical theory will be:

Understanding the impact of social and political life on various dimensions of learning.
Providing an algorithms for adjusting to constantly changing society and political environment,
Outlining the main models and patterns of educational intervention.
Presenting transformation in order examine the function of reflectivity and reification.

The application of critical theory of transformation learning is the best way to understand developing process among the adults. The theory involves the idea that adult learning is primarily based on a chain of minor changes leading to acceptance of new reality and adaptation to those shifts (Drago-Severson, 2004, p. 19).

Planning Face-To-Face Presentation

Face-to-face presentation encourages interactive learning and makes it easier for adults to accept new concepts and changes. It provides greater possibilities for explaining the information and presenting appropriate examples. In addition, face-to-face presentation grants an opportunity to detect the gaps in understanding the subject and the material. Along with face-to-face presentation, it is possible to evaluate adult learners through the prism of online presentation, which should be considered in combination (Hughes and Seow, 2005, p. 408).

The further analysis will involve the necessity to analyze whether computer-based class or virtual classroom should be implemented for adult learning and development. The second stage involves the analysis of performance problems that can resolved through the consideration of new procedures and processes.

Analyzing Your Communication and Describing Technology Capabilities for Creating and Implementing the Online Presentation

Describing the choice of technologies for creating online presentation

Once the process analysis have been identified, it is necessary to consider content presentation that is proposed to occur through graphics, video, text, and audio. For fostering adult learning and sustaining development, it is reason to provide combined solutions due to issue of theoretical and practical bandwidth (Hughes and Seow, 2005, p. 408). Due to blended presentation of computer devices for online presentation, the process allows adult learners to engage into learner-instructor interactions, which is possible through quizzes, games, and testing. Such activities also permit adults to analyze, evaluate, and synthesize information. It should also be emphasized that adult learners should select the activity that appeals to them most of all.

Tools for testing online technologies

In order to check the effectiveness of the applied technologies, it is necessary to conduct a lesson using different devices each time. This will help to measure the levels of effectiveness of each particular device. In addition, it is also necessary to analyze the effectiveness of presentation content using different combination of media platforms.

Limitations to Introducing a Presentation to Online Audience

The only limitation to technological devices that can occur during online and face-to-face presentation is impossibility of direct personal interaction.

Reference List

Brookfield, S. (2005). The Power of critical theory for adult learning and teaching. US: McGraw-Hill International.

Drago-Severson, E. (2004). Becoming Adult Learners., US: Teacher College Press.

Hughes, J., and Seow, C. (2005). E-Learning in the workplace. US: Emerald Group Publishing.

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