{"id":534,"date":"2021-11-28T17:33:34","date_gmt":"2021-11-29T01:33:34","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0162\/?p=534"},"modified":"2021-11-28T17:33:34","modified_gmt":"2021-11-29T01:33:34","slug":"my-chosen-theoretical-framework","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0162\/my-chosen-theoretical-framework\/","title":{"rendered":"My Chosen Theoretical Framework"},"content":{"rendered":"
\"\"
Photo by Brooke Cagle<\/a> on Unsplash<\/a><\/figcaption><\/figure>\nhttps:\/\/malat-webspace.royalroads.ca\/rru0162\/wp-content\/uploads\/sites\/178\/2021\/11\/Theoretical-Framework-Blog_01.mp3<\/a><\/audio>\n

Introduction<\/h3>\n

As I prepare to begin researching for the literature review associated with my Applied Research Project (ARP), my first task was to identify a theoretical framework to focus my studies.\u00a0 After considering a series of frameworks that would have been appropriate, I’ve chosen to settle on Malcolm Knowles’ (1973) Adult Learning Theory (ALT).\u00a0 Since the topic of my research concerns the orientation and training of novice part-time faculty in higher education, a group that will likely be exclusively adults, so this seemed to me like a reasonable choice.\u00a0 Throughout this post I plan to provide a description of the theory and summarize the five main elements.<\/p>\n

Adult Learning Theory<\/h3>\n

In a nutshell, ALT assumes that adult learners are self-directed and intrinsically motivated individuals and should be treated as collaborators in both the planning and execution of their own learning.\u00a0 Knowles (1973) observed that as we mature from infancy to adulthood, we grow increasingly independent and our need to have our learning directed from external forces decreases.\u00a0 He went on to note that as a result, as learners mature, they should be allowed to have more and more control over their own education, but that this is frequently not the case.\u00a0 The increasing disparity represented by the maturation of the learner and their infantilization through externally imposed pedagogy “produces tension, resistance, resentment, and often rebellion in the individual” (Knowles, 1973, p. 45).\u00a0 Therefore we must be sure to include the adult learner in the planning and execution of their learning wherever possible.\u00a0 Additionally, Darden (2014) asserted that the adult learner is motivated intrinsically by real world goals.\u00a0 They have a tendency to seek out new skills and knowledge when presented with obstacles in life which they need to overcome.\u00a0 As a result, adults take courses to fulfill an immediate need, as opposed to children, who typically learn under the assumption of delayed utility.\u00a0 With this in mind, we need to be working with adults to assist them in the development of learning outcomes that meet their immediate needs.<\/p>\n

5 Elements of ALT<\/h3>\n

In her article on the application of ALT to distance learning, Maria Garavani (2015) outlined five main elements associated with the theory.\u00a0 I look to summarize them in the paragraphs to follow.<\/p>\n

Planning<\/h4>\n

A crucial element of ALT is that learners be included in the planning process of any learning activity in which they expect to take part.\u00a0 Associated with this idea, Gravani (2015) noted “that people tend to feel uncommitted to any decision or activity that they feel is imposed on them without having a chance to influence it” (p. 178).\u00a0 So, in an effort to get an adult’s buy-in on an educational undertaking, they should be included in the conversation right from the very beginning of the instructional design process.<\/p>\n

Needs Diagnosis<\/h4>\n

As individuals mature, the learning they undertake is increasingly motivated by their social needs (Knowles, 1973).\u00a0 That is to say that they’re learning is directed by real-life needs, such as a new task at work or a new hobby.\u00a0 Therefore, coming into a learning experience, adults typically already have a strong understanding of the nature of their own needs, so it makes sense for an educator to consult with that individual to get a sense of their perspective.\u00a0 Gravani (2015) went on to differentiate between Felt Needs, those needs that the learner believes they require, and Ascribed Needs, those needs that the learners’ organization believes they require.<\/p>\n

Design<\/h4>\n

As educators and\/or instructional designers look to develop learning activities that align with ALT, they should assume that adults will have a significant level of responsibility for their own learning, and should build activities “around the concept of self-directed learning” (Gravani, 2015, p. 179).\u00a0 At the same time, Knowles (1973) pointed out that unlike children, adults are individuals with a wealth of experience and knowledge. Their learning should be done in such a way that leverages that experience and analyzes the way in which it influences the new knowledge they seek to acquire.<\/p>\n

Climate<\/h4>\n

Gravani (2015) argued that the setting of an environment that’s conducive to learning is probably the most impactful element associated with ALT.\u00a0 In that context, Knowles (1973) differentiated between the physical and psychological environments.\u00a0 The physical environment consists of factors such as the availability of a well lit and ventilated work space, a comfortable seat, and any other such provision to make the learner comfortable.\u00a0 Additionally, learners should be provided with easy access to learning resources, both technical and human.\u00a0 The psychological environment on the other hand consists of such considerations as a supportive learning group built on trust, honesty, integrity, and mutual respect.\u00a0 As a learner’s physical and psychological needs are met, they’re free to focus their attention on their learning.<\/p>\n

Evaluation<\/h4>\n

Finally, Gravani (2015) outlined four levels of evaluation to be considered.<\/p>\n

    \n
  1. \n
      \n
    1. \n