One of the best learning experience was when I was trained on how to use computers. This learning experience was successful as I was prepared for a self-directed student. Consequently, the teacher involved us in the planning of the learning process. We were involved in the decision-making process when it comes to the training. The facilitators focused on the perception of what we wanted to achieve at the beginning of the session. The implication is that we were self-motivated and could conduct self-assessment as well as reflect on our attainment of the set goals (Merriam & Bierema, 2013). As a student, I felt I was involved in deciding on the learning goals that I wanted to achieve. The process was successful because the trainer made sure that the students came up with plans on the activities to be carried out, the methodologies to be used, as well as the duration that each activity should take. At the end of the process, I felt that I had achieved what I wanted to attain from the training.
One of the bad learning experiences I have ever had occurred when I attended a training on how to operate a certain machine in the organization. One of the assumptions that were absent during the learning process was the self-concept of the learners. The trainer did not consider that adult learners can take responsibility for their own decisions and are self-directed (Stone, 2017). Consequently, the trainer did not address the role of prior experiences as adults usually have a pool of experience accumulated throughout life. Lack of motivation to learn was evident because adults tend to respond better to internal motivations. In my view, it was important for the trainer to understand that our goals were to develop the skills that we needed to work.
Delegate your assignment to our experts and they will do the rest.
References
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice . John Wiley & Sons.
Stone, R. L. (2017). Adult Learning: Linking Theory and Practice (Sharan B. Merriam & Laura L. Bierema)/Planning Programs for Adult Learners: A Practical Guide (Rosemary S. Caffarella & Sandra Ratcliff Daffron). The Journal of Christian Ministry , (6), 4.
