In considering the differences and relationship between teaching and learning, it can be helpful to begin with some definitions. Teaching can be considered the external manipulation of learning events and the learning environment. Learning, on the other hand, is an internal process for the learner. As such, the external process of teaching leads to an internal process of learning. Additionally, through effective program design, the internal processes of learning may be made more external—and explicit—through the inclusion of group discussions and activities. As Gage argues, “the distinction between the two theoretical frameworks [of teaching and learning is that] learning theories address methods of learning, whereas teaching theories address the methods employed to influence learning” (as cited in Knowles, Holton, & Swanson, 2005, p. 112).
The implication for adult learning is that adult educators must consider both components—teaching and learning theory—to design effective learning events. The process can be envisioned as a series of cyclical phases where teaching and learning theory first influence the design of programs and then the delivery of those programs. In the first phase—the design of programs—whether one leads with learning or teaching theory depends upon where one is most comfortable. For those who came to be adult educators through teaching, starting with teaching theory is a natural beginning. For those who came to be adult educators through a discipline such as instructional or educational design, starting with learning theory can be a more natural beginning. Wherever one starts, whether teaching or learning theory, it is important to check ones’ design against both schools of thought. Apply a critical eye to the design to ensure the learning event is structured to best facilitate adult learning processes—and envision the class unfolding before your eyes to ensure that the materials will support the facilitator to lead the class per effective teaching theories.
In the second phase, the design is then delivered in the classroom—where the theories of teaching are most visibly at play. Yet, learning theory is still evident and plays an important supporting role. For example, facilitators need to ensure that learners know why they are learning something, are dealt with respect, are given the opportunity to share their experience, and perform activities that involve real-life application relevant to their current life or work challenges (Knowles et al., 2005).
For the adult educator, the role of learning and teaching theory do not end once class is over. Rather, the adult educator needs to reflect on what occurred in the class and consider what improvements or changes should be made for the next program. Here, the adult educator can identify potential additions to learning and/or teaching theory which then in turn can assist in the design and/or delivery of the next program. Thus, the relationship between teaching and learning theories completes a full circle. They inform design, which lead to delivery, which—for the savvy adult educator—provides input to future designs, and so on.
References
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner (6th ed ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
- Robin
Copyright Robin Donnan 2008. All Rights Reserved.
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