Abstract
Adult learning in today's society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that the technology-infused learning landscape of today is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.
TopIntroduction
Adults in today’s society are primarily members of two groups: their community and their profession. Community education brings images of non-profit, interest/hobby classes and social service organizations while professional development suggests more formal classroom settings and work-related. However, the effective and successful participation of adults within these various groups requires continuous learning in diverse venues.
Technology’s influence is pervasive in adult education – with what they do, how they do it when they do it, and how they continually learn to accomplish their personal and professional goals. While technology is often treated as a piece of equipment or a methodology, in fact, it has become infused into everyone’s actions and thoughts. It is not technology in the world but technology as a part of the world (Parker, 2010). As people stare at personal handheld devices (smart phones or tablets) or LED displays in public places, for example, Manhattan’s Times Square or Tokyo’s Shibuya Crossing, it is easy to take for granted the access to up-to-the-minute information about where friends and family are, what is happening in the global news, or when the next train will arrive. Technology has changed the approach to communication, and searching for information, and reshaped the thinking process. Adapting to this technological environment provides a new idea of space, time, community, and society. In the late 1990s, Loader (1998) noted that numerous social scientists shared the idea that “society is being transformed by a revolution in information technology which is creating an entirely new social structure” (p. 4). However, with this ‘information revolution’ and ‘new social structure’ also came the challenges created by the ‘digital divide’ (Zdjelar & Zadjela Hrustek, 2021). These challenges include access, affordability, and an individual’s ability to use digital technology; all of which are essential aspects in the creating of an information/knowledge society (Bornman, 2015).
The objective of this chapter is to examine several traditional assumptions and theories that have shaped adult learning practice for over a century. However, they will be examined through the technology-infused lives of today’s adult learners. Technology is not just a tool or a lens. As the term infusion implies, technology has permeated the very essence of the theories; they may appear different and offer new challenges and opportunities to both the theorist and the practitioner.
Key Terms in this Chapter
Self-Directed Learning: The BetterUp Professional Development blog describes self-directed learning as a process in which an individual takes the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.
Disorienting Dilemma: The IGI Global website states that a disorienting dilemma is experience of crisis/new information that causes an individual to question their values, beliefs or assumptions and leads to transformation.
Critical Reflection: The Victorian Government Department of Education and Training in Australia, defines critical reflection as an extension of critical thinking. Critical reflection asks us to think about our own practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions.
Technology-Infused Teaching: The extent to which technology permeates into teaching.
Digital Divide: According to the Close that Gap organization’s website, the digital divide is defined as the gap that exists between those who have reliable internet access and those with very limited access of no access at all.
Information Literacy: According to the American Library Association website, information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
Transformative Learning: The Western Governors University blog states that transformative learning is one theory of learning that particularly focuses on adult education. Transformative learning focuses on the idea that learners can adjust their thinking based on new information.