AB+-+Zemke+&+Zemke+(1995)


 * **Reference: ** || Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? //Training, 32//, 69-82. Retrieved from ERIC Database. (ED504481) ||
 * **Author's: ** || Zemke, R., & Zemke, S. ||
 * **Title:** || Adult learning: What do we know for sure? ||
 * **Year:** || 1995 ||
 * **Journal: ** || //Training // ||
 * **Retrieval Information**: || Retrieved from ERIC Database. (ED504481) ||
 * **Bibliography**: ||  ||
 * In this seminal article regarding adult learning, the authors provided a brief background into the history of adult learning, or andragogy, as a specific field, and then presented major trends in the field from more than 300 articles. The authors divided this task into three sections – the things that the field knows about (a) “ adult learners and their motivation ” (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">designing curricula for adults <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">,” and (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">working with adults in the classroom <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 17 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The major themes they identified regarding adult motivation to learn focuses on three items, (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adult learning is problem-centered <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Motivation to Learn, para. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) adult learners seek learning more often than not because of a life-changing event, but can be motivated “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">by appealing to personal growth or gain <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and (c) motivation “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">can be increased <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted eight focuses related to curriculum design, which are (a) the learning experience itself “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">should be problem-centered <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Curriculum Design, para. 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) it is important to access “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the entry-level knowledge and understanding of participants <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) new knowledge should be related to existing experience, (d) exercises and activities should “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">contain a reflective element <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) in order for learning to take place, (e) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">feedback and recognition should be planned <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (f) the design should “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">account for learning-style differences <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (g) the design should accommodate “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">adults’ continued growth and changing values <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 15 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and (h) design should include means to take the new knowledge and apply it to the situation for which they sought learning. The authors discerned three “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">common threads . . . [that] suggest some useful guidelines <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">In the Classroom, para. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) for in class instruction. These threads are (a) the instructor needs to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">create a safe and comfortable environment <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) instructors should be more facilitator and less lecturer, and (c) promote the contribution and collaboration of the students as part of the discussion and learning. The authors provide an excellent springboard to determine not only what is known, but where gaps in knowledge occur in the field of andragogy. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Retrieved from ERIC Database. (ED504481) ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this seminal article regarding adult learning, the authors provided a brief background into the history of adult learning, or andragogy, as a specific field, and then presented major trends in the field from more than 300 articles. The authors divided this task into three sections – the things that the field knows about (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">adult learners and their motivation <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">designing curricula for adults <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">,” and (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">working with adults in the classroom <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 17 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The major themes they identified regarding adult motivation to learn focuses on three items, (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adult learning is problem-centered <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Motivation to Learn, para. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) adult learners seek learning more often than not because of a life-changing event, but can be motivated “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">by appealing to personal growth or gain <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and (c) motivation “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">can be increased <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted eight focuses related to curriculum design, which are (a) the learning experience itself “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">should be problem-centered <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Curriculum Design, para. 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) it is important to access “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the entry-level knowledge and understanding of participants <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (c) new knowledge should be related to existing experience, (d) exercises and activities should “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">contain a reflective element <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) in order for learning to take place, (e) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">feedback and recognition should be planned <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (f) the design should “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">account for learning-style differences <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (g) the design should accommodate “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">adults’ continued growth and changing values <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 15 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and (h) design should include means to take the new knowledge and apply it to the situation for which they sought learning. The authors discerned three “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">common threads . . . [that] suggest some useful guidelines <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">In the Classroom, para. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) for in class instruction. These threads are (a) the instructor needs to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">create a safe and comfortable environment <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">para. 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), (b) instructors should be more facilitator and less lecturer, and (c) promote the contribution and collaboration of the students as part of the discussion and learning. The authors provide an excellent springboard to determine not only what is known, but where gaps in knowledge occur in the field of andragogy. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||