Influential Learning Theories That Shaped Personal Experiences and Beliefs Every educator whose goal is teaching adult learners should examine the vast resource material available in adult learning theories and assess how these theories resonate with personal experiences and beliefs in order to become an effective and successful adult educator. Merriam, Caffarella, & Baumgartner, (2007, p. 277) acknowledge that, “Learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes on one’s knowledge, skills, values, and worldviews (Illeris, 2000; Ormrod, 1995).
In light of this, this paper will offer a reflection of specific adult theories relatable to personal experiences and beliefs as an adult learner; theories or aspects of theories that resonate on an individual level and why they do, and those which are considered applicable or not applicable to my learning style and why. In addition, this paper will address how I learn and how this was formulated by the framework of my life and the society in which I live; how this new acquired knowledge of adult theories will be applied, and ways in which my knowledge or thinking should be broaden to become more effective and successful in aiding adult learners.
During late childhood and early adolescence age (10-13), being rooted spiritually and the motivation to learn about life, the world, and my environment took form. This is also when
In light of this, this paper will offer a reflection of specific adult theories relatable to personal experiences and beliefs as an adult learner; theories or aspects of theories that resonate on an individual level and why they do, and those which are considered applicable or not applicable to my learning style and why. In addition, this paper will address how I learn and how this was formulated by the framework of my life and the society in which I live; how this new acquired knowledge of adult theories will be applied, and ways in which my knowledge or thinking should be broaden to become more effective and successful in aiding adult learners.
During late childhood and early adolescence age (10-13), being rooted spiritually and the motivation to learn about life, the world, and my environment took form. This is also when