Adult learning theory or andragogy was established in Europe on s for behavioural change and experience Merriam et al and was developed as a theory on s by an American practitioner and adult education theorist Malcolm Shepherd Knowles who believed that pedagogy, art and science helps the adult in learning process and related with their social role. The objectives of adult learning are internally motive, autonomous and self-direct, to collaborate learning and life experiences, goal and relevancy oriented and practical. Adults resist learning when they feel control over themselves and adult learning utilise a problem-based tactic.
Behaviorists view learning as a change in behavior. This theory sees locus of learning as the stimuli in external environment. It is the need of the people that drives them to learning.
Correspondence Address : Dr. Learning is a process of changing behavior of learner. Teaching—learning process lasts the entire life span of each individual.
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Typical adult learning theories encompass the basic concepts of behavioral change and experience. From there, complexities begin to diverge specific theories and concepts in an eclectic barrage of inferences. Up until the s basic definitions of learning were built around the idea of change in behavior Merriam and Caffarella,
Who can be defined as an adult learner? Such a person typically has responsibilities in several adult life roles. Traditionally, the youth instructor is presumed to be one who is equipped with the knowledge and skills necessary for the curriculum and is responsible for conveying this information to the learner.
We all learn in different ways. Learning theories explain how people learn and help us better understand complex processes. A lot of research has been done in terms of what motives learners and how they process information.
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Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs.