Unit 4 Discussion 1 & 2

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Unit 4 Discussion 1 There is a difference between self-directed learning and transformational learning. Self-directed learning is taking control of and responsibility for one’s own learning, retention of knowledge, and application of new material. Transformational learning is a change in one’s worldview and personal views as experiences come and go in life (Merriam et al., 2007). While self-directed learning is a transitional start from childhood to adulthood, transformational learning is gained from experiences or guidance from another individual. Most adults in the college setting are self- directed learners. While the adults take instruction from the faculty, the students are responsible for studying on their own, finishing assessments before due dates, and applying material during an examination or laboratory exercise. Also at the university level, the students have a variety of mentors to help provide a vision to formulate new experiences, perspectives, and overcome challenges on their path to a degree. As a professor, I must ensure that my students are self- directed learners who are confident outside of the classroom to study the text and lecture notes on their own to achieve success in my course. I do my best to implement learning strategies and use a variety of teaching methods to reach every learner. I want my students to experience other worldviews, provide support, and offer new ways to overcome challenges as part of their transformational learning experience. As far as if I agree with Kirschner, Sweller, and Clark’s (2006) article on minimally guided instruction is ineffective based on the current model and knowledge of cognitive architecture, I do not agree with these findings. When concerning self-regulation, this is examining one’s abilities to understand, control, and gather information from the surrounding environment. Since this theory has roots with Bandura’s (1993) social cognitive theory of learning, then the findings of Kirschner, Sweller, and Clark’s (2006) research would suggest that personal factors do not apply. Bandura heavily replies upon personal, behavioral, and environmental factors to shape beliefs, attitude, outlook, and expectations about future experiences (1993). Thus, reciprocal determination would state that learning results from Bandura’s objectives and has to have self- regulation to be successful. References Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148. https://doi.org/10.1207/s15326985ep2802_3 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist , 41 (2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide . John Wiley & Sons, Incorporated. Unit 4 Discussion 2 There are major differences between the perspectives of Western and Non-Western approaches to adult learning. It really depends on the country of interest, due to differences between alternative and traditional approaches to learning and education. The focus usually shifts from the benefit of the entire group versus one single individual. While the United States of America boasts that there is ‘no child left behind’, there are those who fall through the cracks, get passed over, or cannot advance due to lack of help for teachers in our educational system. In the Netherlands, however, there are smaller class sizes, more student-teacher one-on-one interaction, and less homework. Trying to find a definition for education varies around the world. For example, in Merriam et al. (2006), Koreans focus on adults conforming to the expectations of society and adhering to a social hierarchy, while in some indigenous groups in Western culture focus upon the connection to each other, the earth, mind, body, and soul. So, how are we as professors supposed to identify the best way for education to take place? The question really has no right or wrong answer, since it can vary depending on the location in the world. What someone demands important can differ, since intelligence does not have a true definition according to Sternberg (1996) and Woolfolk (2018). As a professor of students who have disabilities, I have to say that attitude and behavior are the biggest objectives in my classroom. Those who believe they can succeed often do, but those who are always worrying, always procrastinating, or never asking for help when it is needed, do fail. Attitude ties in with behavior for sure, for those who are positive or those who are negative, often are the outcomes of their outlook. Cultural perspective can definitely relate to behavior or attitude, due to the varying beliefs, values, and customs on what is acceptable or not acceptable in society (Kassin et al., 2017). References Kassin, S., Fein, S., & Markus, H. R. (2017). Social psychology . (10 th ed.). Cengage Learning. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide . John Wiley & Sons. https://ebookcentral-proquest- com.library.capella.edu/lib/capella/detail.action?docID=792611 . Sternberg, R. J. (1996). Myths, countermyths, and truths about intelligence. Educational Researcher , 25 (2), 11–16. https://doi.org/10.3102/0013189x025002011 Woolfolk, A. (2018). Educational psychology (14th Edition). Pearson Education (US). https://capella.vitalsource.com/books/9780134774275

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