Adult learning is a term used to describe how adults differ from children in expanding their knowledge and learning

new material. This concept branches from the question, Can adults learn? (Merriam, 2001) to the many theories offered on how adults use their life experiences to learn. The Adult Education and Training (AET) program is based on several adult learning theories as adult education and training provide knowledge, freedom to choose, and the ability to master content. In working with adult learners, Lindemann states The approach to adult education will be via the route of situations, not subjects (Merriam, 2001, p. 44); therefore, adult education methods and strategies are trial and error, regardless of the task at hand. In early years of education, institutions were primarily focused on serving youth. Education was based on formal learning which consisted of a classroom setting, instructors, a set curriculum, and tests that evaluated students retained knowledge and skills (Merriam, Caffarella, and Baumgartner, 2007). Adult education and learning encompasses more than psychology based principles. It consists of psychology and behavioral designs to include areas of nonformal education and informal education. Learning is social in nature; therefore, adult learners must participate and interact in different social situations (Merriam, 2001). Examples of student interaction via the AET program include the mandatory monthly discussions and the option to communicate with other learners via the voluntary discussion board. Throughout the program, students are encouraged to converse with others and learn from others personal experiences and offerings. Nonformal education is geared toward life changing events or community focused events. Learners in nonformal programs accept responsibility for their own learning and enrichment. Informal learning takes place in everyday life. It is defined by Coombs as the spontaneous

unstructured learning that goes on daily in the home and neighborhood, behind the school, and on the playing field. Furthermore, informal learning is by far the most prevalent form of adult learning (Merriam, et al., 2007, p. 35). This learning process includes self-directed learning, incidental learning and socialization (Merriam, et al., 2007, p. 36) Adults usually fail to recognize informal learning because the learning takes place outside of a classroom without a formal curriculum; thus, it is not viewed as tangible learning (Merriam, et al., 2007). Examples of self-directed learning include numerous unit activities in the AET program, such as developing a needs assessment plan and designing a training program. Self-directed learning was present in the above activities because I had to identify a need or problem, and then study and develop methods to solve and/or improve that need or problem. Thus, there was not a set curriculum for designing the training program. I used creativity and previous learning to meet the organizational needs. Informal learning has been greatly utilized in the AET program because numerous assignments in the curriculum required real life learning experiences while open and honest feedback was encouraged among students and instructors. Additionally, self-directed learning can occur anywhere and therefore is not acknowledged as learning by some adult educators. Also adults learn through external independent motivation. For example, adults may enroll in continuing education classes such as computer technology to retain their jobs (Merriam, 2001). Another area that underpins adult education and that has been a major factor in the AET program is online learning. Online learning attracts females, older adults, and people working outside of the home (Merriam, et al.). This method of learning can be challenging for adult learners but can also propose a plethora of opportunity. According to Merriam, online learning can present itself in positive and negative ways. For example, online learning is accessible to

large numbers of the population, it is flexible where as learners may use it at their own pace, and learners may interact with others from their own home or place of business. Because the AET program is offered as an online degree, I have been able to continue working full-time while earning my degree. Along with major supporting factors of adult education and training, there are several assumptions of adult learning theories with differences and similarities among theorists. Andragogy is the most learner-centered of all patterns of adult educational programming (Merriam, 2001, p. 6). Andragogy is ever changing as it tries to capitalize on adult learners, assuming what an adult learner is and how he or she best learns new material. Malcolm Knowles, a theorist, defines andragogy as the ability and skill to help adults learn; however, there is controversy over whether or not andragogy should be considered a theory (Merriam, 2001). Another theorist by the name of Illeris focuses his research on three dimensions of learning that involved cognition, emotion, and society. Per Illeris, knowledge and skills are the focus of cognition and feelings while motivation involves emotion. These two processes work together simultaneously when a learner acquires knowledge or skills (Merriam, et al.). In contrast, McCluskys theory of margin views adulthood as being imbalanced between energy and power (Merriam, et al., 2007). This is defined as a ratio between the load of life, which dissipates energy and the power of life (Merriam, et al., 2007, p. 93). While these three theorists, Knowles, Illeris, and McClusky, present adult learning concepts differently, similarities are found when each theorist expressed what makes adults learn and what motivates their learning. Examples include adults past and present knowledge, their motivation to learn, and their role in society. Their desire to learn and better themselves stem

from their families, their work ethics, and their position in society. While McClusky discusses the load of life and power of life (Merriam, et al., 2007, p. 93) as a basis for learning, Knowles studies self-directed learning to understand why certain events happen or continue to repeat themselves. Self-directed learning is individual power to overcome inadequacies or incompetence in a persons life. According to Illeris, a persons feelings, emotions, and attitudes are influenced through learning, thus again empowering a person. Although McClusky is the only theorist that uses the word power, Knowless and Illeriss theories empower people as well. All three theorists speak to the role of society in influencing adult learning. In conclusion, all of the aforementioned learning theories are vital to a persons education and learning experiences. Like me, most adults have exercised informal learning but have enhanced their education through formal learning opportunities such as online degree programs. Although Knowles, Illeris, and McClusky believe in different models of adult learning and education, the adult learner must possess the lone factor of motivation. This motivation can arise above societys expectations, personal history, or lifes circumstances to better a person and create constructive opportunities; thus, adult education is the underpinning for everyday happenings and circumstances. The AET program reflects this as the program focuses on current needs and workplace possibilities that an adult learner may encounter. As life progresses through successes and failures, the adult learner must be open to new strategies and methods that compliment traditional and nontraditional andragogy to stay current.

References Merriam, S.B., Caffarella, R. S., & Bumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.) Indianapolis, IN: Jossey-Bass. Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education. 89. Jossey-Bass, A Publishing Unit of John Wiley and Sons, Inc.