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CLASS 10:
Facilitated Learning 

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Objectives:
At the end of this lesson you should be able to:

  • Define facilitated learning.
  • Compare and contrast  three different but related approaches to teaching and learning of adults.
  • Reflect on your own philosophy and practice as an educator of adults and assess which approach you most support.

In this lesson, we will explore the concept of facilitated learning along with three different approaches.

facilitation business facilitation facilitator group
Instructional Activities:
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Let's start by defining and examining the concept of  facilitated learning.

Let's examine three alternative (but related) approaches to teaching and learning of adults.  Together, they represent "facilitated learning."

I.  Self-Directed Learning

small red globe The notion of self-directedness in learning is based on a humanist philosophy, the underlying assumption of which is that education should focus on the development of the individual. 

Let's explore self-directed learning by examining Merriam, Caffarella, and Baumgartner's thoughts on this  topic from Learning in Adulthood: A Comprehensive Guide (3rd ed., 2007).  This reading can be found in the Class 10 folder in WebCT Vista.
small red globe Read pages 185-189 (Self-Directed Learning) of Chapter 9, "New Perspectives on Andragogy," in The Adult Learner by Knowles et al.  This is the chapter we began to review in Class 8 - Motivation and Adult Learners.
small red globe Here's an example of the process of self-directed learning in older, rural adults from this study by Roberson and Merriam from Adult Education Quarterly (2005).

II.  Experiential Learning

small red globe Experiential learning has come to be identified as "learning by doing" or "hands-on learning." However, this misrepresents its complexity. Experiential learning goes beyond simply being more active physically. Rather, it is a matter of being more actively involved in one's learning overall; that is, more deeply processing knowledge/skills through experience, reflection, experimentation, and application.

Merriam, Caffarella, and Baumgartner examines experience and learning in this reading from Learning in Adulthood: A Comprehensive Guide (3rd ed., 2007).  This reading can be found in the Class 10 folder in WebCT Vista.
small red globe Let's continue with Knowles et al., Chapter 9 - "New Perspectives on Andragogy," and review pages 189-194 (Prior Experiences of the Learner) and pp. 196-199 (Orientation to Learning and Problem Solving) in The Adult Learner.
small red globe Here's an example of adult experiential learning in practice from this article by Gillis and English from the Journal of Extension (2001).

III.  Transformational Learning
small red globe Transformational (or transformative) learning is defined as "engaging in learning to purposively question one's own assumptions, beliefs, feelings, and perspectives in order to grow or mature personally and intellectually" (and thereby, fostering critical thinking). 

Let's delve deeper into transformational learning by examing a reading by Merriam, Caffarella, and Baumgartner from Learning in Adulthood: A Comprehensive Guide (3rd ed., 2007).  This reading can be found in the Class 10 folder in WebCT Vista.
small red globe Here's an article by Wang and Sarbo focusing on the adult educator's role in facilitating adult learners' transformative learning from the Journal of Transformative Learning (2004).
small red globe Imel summarizes transformative learning in adulthood in this ERIC Digest article (1998).
Assignments: Discussion:
  • Personal Reflection #3 is due at the end of this class (Sunday, March 29).  The Journal will cover all of the readings, activities, and discussion from classes 8 through 10.  Review the description of this assignment in the course syllabus.  Upload your completed journal in WebCT Vista (under Assignments -  Do not type in the text box - use the attachment feature below the text box and upload it as a Microsoft Word document).
  • Review Upcoming Assignments in the course syllabus.  Only four more weeks to go!

After completing the instructional activities, go to WebCT Vista to make your discussion board posting. And respond to at least one peer's posting.
 
Additional Resources:
Items in this section are supplemental; you won't be tested on them.  Included may be other points of interest or different approaches related to the topic.
  • Examine this table to see the differences between a facilitator and an instructor?
  • Although written for the nursing profession, this article by Dee Burrows outlines some necessary components for facilitating learning.
 


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