Theory Review

Your Name	Commented On
Darbi Strahle	Group Three: Kim Clist
Jill Ertel	Katherine Hughes (Group 2)
Mary Henehan	Beatrice Vicks (Group 2) and Carlos Guerrero (Group 4)
Kristin Wheeler	Group Three: Environment and Context - Kim Clist

Relationships in Adult Development

Kristin Wheeler

Ball State University

Relationships in Adult Development

            Mackeracher (2004) conveys that relationships play an important role in adult learning. The interactions between students and peers, as well as between students and facilitators, create a context for learning in which there can be positive and negative consequences. Mackeracher (2004) describes the journey of the student as having two equally important paths: the autonomous path (separate and independent), and the “relational, connected, or interdependent path” (p. 152). The relational path is often downplayed in traditional K-12 and college education due to western cultural frames of reference. In other societies, such as African Indigenous cultures, relationships between peers and interconnectedness are viewed as an integral part of ways of knowing (Venter, p. 153).

            Imel (1999) explains:

            Because our society is “rooted in ideas of the self and individualism, our Western mind naturally perceives the locus of learning to be in the individual.” Drawing on these cultural traditions as well as other ideas about what constitutes good adult education practice, most adult education programs are built upon the principle of meeting individual needs. Even when groups are used, therefore, the emphasis remains on creation of group knowledge for use by the individual. (p. 55)

            As adult education facilitators explore strategies for teaching, understanding different ways of knowing, the concept of voice and silence, and the role of personal experience, will help the facilitator engage his or her students in self-development while also encouraging the relationships and interconnectedness that foster learning and growth.

Ways of Knowing

            Mackeracher (2004) explains that when we step outside of the traditional autonomous types of education, that personal experience affects how we process information and relate it to new information. Ways of knowing refers to the different ways in which learners will assimilate information such as:

• ·      Paradigmatic and narrative ways of knowing (learning through relationships and other people’s stories)
• ·      Personal practical ways of knowing (knowledge that arises from circumstances and experience)
• ·      Spiritual ways of knowing (in relation to spiritual experience, power outside of and emanating from self, wisdom from beyond practical application)
• ·      Interpersonal ways of knowing (learning through relationships to others, peers and facilitators, friends and families)
• ·      Physical ways of knowing (learning through experiences with the senses and body, kinesthetic learning) (p. 156).

            As adult educators explore the different ways of learning with their students, they should develop strategies for integrating several different ways of knowing within the program design. This also requires that the facilitator be aware of his or her ways of learning, and the strengths and weaknesses involved in those aspects.

            Yorks explains:

            Although only two of the adult educators we interviewed were grounded in Heron’s theoretical framework, they all made the point that when working holistically with learners, educators have to be prepared to be changed too. They spoke about the importance of being fully present to their relationships with learners and about being fully grounded in their own multiple ways of knowing.        (p. 50)

Voice and Silence

            Mackeracher explains the concept of voice as having two parts, the inner voice and the outer voice. The inner voice consists of the following:

·      What we know and think

·      How we judge ourselves and our environment

·      What we value (p. 157)

            The outer voice consists of two different parts. The first part of the outer voice seems like it comes from the outside, but it is still internal. It could be referred to as the “Jiminy Cricket” voice, or the voice of conscience. As Mackeracher states, “We ‘hear’ this voice as if it comes from an external source but, in reality, it is the voice of others we have internalized in our conscience and personal model of reality” (p. 157). The other outer voice is the one we use when we are talking to other people. We use this voice to share our ideas and feelings. Mediums of expression through voice could include speaking, body language, writing, drawing, dancing or performing (p. 157).

Adult educators should seek to include experiences that allow for the student to utilize his or her voice within the program design. This might include opportunities for journaling, expressing through art or design, or group dialogue in a safe and open environment where everyone has an opportunity to express themselves.

            The polar opposite of voice within adult education is “silence” or the feeling of being silenced. Mackeracher elaborates that this way of knowing results in a silencing of not just the outer voice, but the inner voice, and that a person experiencing this way of knowing feels dumb, powerless, or suppressed (p. 163). These types of feelings can happen to anyone but are more common in subjugated groups or people who have been in abusive relationships. People who are feeling this way will need special attention in order to become participative learners within the environment. An environment of trust and understanding is an important step toward giving silenced learners a voice.

            Another aspect of silence is that sometimes learners will choose silence in response to a threatening environment. Botas (2006) relates:

            The third reading is that being silent can mean that the dynamics of power relations are being exercised by the students in resistance to the teacher's power. In other words, the students' silence is resistance to the teacher's authority or coercive powers in the classroom. Morley (1999: p 124) argued that silence and inertia in groups can often be the result of 'unprocessed conflict, anger, resistance and hurt'. The group goes dead as it can feel powerless or insecure to resolve differences. Some students can feel powerless and insecure when confronted with the teacher's coercive power. Students feel humiliated, excluded, angry and hurt. They feel that their views and opinions do  not count and do not have value. And sometimes this can be a case of pure discrimination. (p. 26)

            Again, it falls to the adult educator to make choices within the classroom to be a facilitator of voices and regard all students as having experience and bringing something of value to classroom discourse. This can be accomplished through small groups, identifying relating knowledge and skills, and allowing students to take part in choosing the direction of the learning.

Constructed Knowing

            Mackeracher describes constructed knowing as a “mature way of knowing and being” (p. 162). This refers to the synthesis of received and subjective sources of knowledge to create a holistic sense of knowing and learning.

            Brownlee (2001) relates:

            The final position, Constructed Knowing involves the integration of both procedural and subjective, or rational and emotive knowledge. Women who evidenced Constructed Knowing are more able to deal with high levels of ambiguity and realize that contradiction and continual evaluation of beliefs about knowing are necessary. (p. 5)

            The adult educator should ensure that there are opportunities to synthesize prior knowledge with new information and to relate prior experiences to the current learning environment and situation.

Conclusion

            Mackeracher’s views on ways of learning could be interpreted as strategies to pull learners toward a holistic approach to learning and gaining knowledge within a secure environment. One might view a highly skilled adult educator as the type of person who will be able to help autonomous learners become more comfortable with connecting personal life experiences and relational learners with separate procedural ways of thinking. Giving individual learners to opportunity to practice both ways of learning and to synthesize both into a new schema of learning will allow for the most dynamic program design and students who are able to function at many different levels within a learning environment.

Highlights

            I felt that the highlight of working on this theory review was using Google Scholar to explore the available literature from Ball State University’s library, as well as other repositories from around the internet. Another highlight was the support from group members who offered assistance with the technical side of uploading the theory review to our blog. I really appreciated the interconnectedness we shared, because it alleviated the frustration I sometimes encounter with technology.

Process

            Working with the blog format can be very frustrating for me, because I live out in the country and have an extremely slow and erratic internet connection. I appreciate group members’ efforts to help me out. I think that Google Scholar is a very helpful way to find Ball State library resources. If you go to Google Scholar and choose settings, you can choose libraries to help narrow your search. This is a useful tool for me.

Table 2

The Main Theoretical Ideas	Applying the main theoretical ideas in practice
Ways of knowing	Acknowledge that there are many ways of knowing. Give students opportunities to connect previous knowledge to new material
Voice and silence	Give students opportunities to explore inner and outer voice. Make sure that the class environment is safe for those who are experiencing silence or feeling repressed or subjugated (education as therapy).
Constructed knowing	Students should be encouraged to synthesize received and subjective ways of knowing. The facilitator guides students who are strong in one way of knowing to explore the other.

References

Botas, P. C. P. (2006). Students' perceptions of teachers' pedagogical styles in Higher Education. Educate~, 4(1), 16-30.

Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK).

Brownlee, J. M. (2001). Knowing and learning in teacher education: A theoretical framework of core and peripheral beliefs in application. Asia-Pacific Journal of Teacher Education and Development, 4(1), 131-155.

Imel, S. (1999). Using groups in adult learning: Theory and practice. Journal of Continuing Education in the Health Professions, 19(1), 54. Retrieved from https://search-proquest-com.proxy.bsu.edu/docview/206790058?accountid=8483

MacKeracher, D. (2004). Making sense of adult learning. University of Toronto Press.

Venter, E. (2004). The Notion of Ubuntu and Communalism in African Educational Discourse. Studies In Philosophy & Education, 23(2/3), 149-160.

            http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16859562&site=ehost-live&scope=site

Yorks, L., & Kasl, E. (2006). I Know More Than I Can Say A Taxonomy for Using Expressive Ways of Knowing to Foster Transformative Learning. Journal of Transformative Education, 4(1), 43-64.

  

Theories in Relationship and Learning

Jill Ertel

Theories Impacting Learning

Two theoretical points of learning and relationships that I focused on are Social Networking Theory and Dynamic Network Theory. These two theories seek to describe the interactions of learners and educators and how the social networks outside of the learning environment can impact learners. These two theories are important because, as described in MacKeracher (2004), “formal education tries to convince use to learn alone, when during the rest of our life we actually learn in relationship”. Most of our early learning is done through mimicking others and with encouragement of parents, family and friends. As we grow older we maintain our networks and develop peer networks that can greatly impact goals and participation in a learning environment. These two theories identify how these networks or the learners’ history impact their performance and provide education as to how we, as practitioners, can address potential issues early on and provide a supportive environment.

According to Vermunt (2004), “Congruence occurs when students’ learning and teachers’ learning strategies are compatible; friction occurs when this is not the case”. The article goes on to describe differences in personality, epistemologies, and gender as being key factors in the learner’s ability to understand and participate with the educator. Often it’s not the actual subject matter that impacts the person’s ability to learn as it is the learners’ perception of the work or the educator and their ability to get what they need. Many of these differences can be overcome when the learner or the educator is able to bridge these gaps and find some “constructive friction” that promotes challenge and growth. However, there can also be “destructive friction” where these gaps cannot be bridged or continue to grow, resulting in an inability or unwillingness to learn or participate (Vetmunt, 2004).

Dynamic Network Theory

            The theory:

Dynamic Network Theory seeks to assist practitioners in identifying the reasons “destructive friction” may exist and how to bridge the gaps. This theory describes 8 different social networks a person may be engaging in. A person may be involved in a few of these networks or many of them at the same time (Westaby, 2014). These networks may be helpful and a good source of support, or they could be detrimental to learning. Some examples of these are the System Supporting networks where individuals encourage reaching goals; or System Negating networks which are made up of negative individuals that undermine the goals of others. Helping learners understand their networks and the nature of the network can assist learners in engaging more in the positive or supportive networks and less in the negative ones.

Westaby (2014) describes the idea of “Network-based self-fulfilling prophecy”. Meaning that if a person’s perception is that there is no help available in their network they will simply not ask for help. This is true even if the reality is that there is someone in their network who can help. If the person believes that there could be help available in their network they are more likely to ask.

Application:

For struggling learners it may be helpful to map their social networks and identify where there are support gaps or even negative, goal hindering, individuals in their lives. Below is an example of support network mapping for students and possible places to access supports in the community. As learners develop, they are able to add to it and have an easily accessible list of possible resources when they need help.

In some cases there are limited positive support networks in the learner’s life. Setting up “System Supporting and Goal Striving” networks in the classroom or providing access to community resources can be beneficial for those students who do not have natural positive support networks.  These networks would encourage students to stay engaged, provide an outlet for seeking help and a since of accountability to others. This can be done through group work, partnering, or specialized study groups to name a few.

Social Networking Theory

            Theory:

Social Networking Theory, as described by Fowler (2011), attempts to explain how secondary or past learning relationships may influence the learning process. In this article there is an encouragement of educators to understand the different learning styles of explorative learning, formative learning, and comparative learning and incorporate these styles into the classroom to promote learning for all students.

It seems that most educators strive to provide an environment with different learning styles. What stood out in terms of Social Learning Theory was the article by Moolenaar (2012) which discusses how educators can utilize social learning theory to build their own support network. This article suggests that providing different social networks for the educators themselves can assist educators in discovering new methods of bridging the gaps with students described above. In addition it provides a resource for sharing new classroom, facilitator or educational improvements. The article finds that most educators build some type of social relationships amongst their colleagues or friends, and this provides supports. However, getting involved in new groups results in expansion of education and information in the primary subgroup. Just as the first article encourages us to provide a diverse learning environment, the second article encourages educators to develop their own diverse learning and supportive environment.

Application:

There are multiple ways educators can become part of these support networks. Annual training opportunities are offered around the country where educators can come together to share information. There are also Webpages such as: http://www.educatorstechnology.com/2012/11/14-great-facebook-groups-every-teacher.html provides information on supportive Facebook groups, educational groups and expert feedback. Many universities also set up “facilitator toolbox” groups that are easily accessed online. As always, there are also apps where all of these resources can be kept in one place and easily found when needed.  

Reflection

            Highlight - The highlight of this assignment was the focus of the educator support. There was a wide range of information on supporting learners but very few articles on identifying social networks for the facilitators. I’ve found that as I started facilitating some work groups in my organization, there are a lot of resources out there to help but they are not widely shared or known. I agree with the statement that if learners don’t know about the resources in their network they assume they are not there and don’t seek them out. I believe we do the same thing as facilitators. We assume that we need to invent the wheel when it may already be there.

            Process – What I gained from this process is coming up with a clear structure before starting. I spent a lot of time focusing on different theories that may not have been as relevant to this topic. It was also a challenge to find theories that other posters may not have used since there are several of us working on this topic.

It also would have been helpful to experiment with the blog format for a while before trying to post. This is something I haven’t had experience with in the past and there is defiantly some learning involved. Time management and allowing time for learning of new formats is something I have not quite mastered yet but will be keeping in mind in the future.

  

Table 2. Summary of the theoretical ideas

The Main Theoretical Ideas	Summary of how to apply the main theoretical ideas in practice
Social Networking Theory	Understanding that relationships between learners and educators can be affected by secondary relationships. Development of social networks for educators can lead to classroom improvements and support.
Dynamic Network Theory	Learners may need assistance setting up positive social networks for support and guidance to promote learning and reaching goals.

References

Fowler, C. J.H.; Mayes, J. T.. Learning relationships from theory to design. Research in Learning Technology, [S.l.], v. 7, n. 3, Dec. 2011. ISSN 2156-7077. Available at: <http://www.researchinlearningtechnology.net/index.php/rlt/article/view/11554>. Date accessed: 03 Feb. 2017. doi:http://dx.doi.org/10.3402/rlt.v7i3.11554.

Moolenaar, N. (2012). A Social Network Perspective on Teacher Collaboration in Schools: Theory, Methodology, and Applications. American Journal of Education, 119(1), 7-39. doi:10.1086/667715

Vermunt, J.D. & Vermetten, Y.J. Educational Psychology Review (2004) 16: 359. doi:10.1007/s10648-004-0005-y

Westaby, J. D., Pfaff, D. L., & Redding, N. (2014). Psychology and social networks: A dynamic network theory perspective. The American Psychologist, 69(3), 269-284. doi:10.1037/a0036106

EDAC 635: Relationship in Learning Theory Review

Darbi M. Strahle

Ball State University

EDAC 635: Relationship in Learning

     Adult students are one of the most rapidly growing segments of today's student population, making up approximately 40% of all college students (Lundberg, 2003). While the number of adult learners has increased, the unique factors that predict adult student success have not increased likewise. Some adult learners remain strictly autonomous in their learning activities and many engage in self-directed learning. However, very little learning occurs without relationship of some sort (Mackeracher, 2004). Formal education has convinced students to learn alone when throughout the rest of our lives we actually learn in the context of relationship. In fact, relationships in adult learning are an important part of creating high-quality learning environments and outcomes.

     Adult learners are invited to bring their whole selves as psychologically, socially, and culturally complex individuals into learning as they share their everyday life experiences throughout their learning process. Adults engage in learning methods that help create a context in which they can challenge existing frames of reference, the validity and appropriateness of their own ideas and actions, yet still remain engaged in learning. Classrooms that are structured around peer learning and relationships predict that students learn better than traditional classrooms where students work individually and independently (Lundberg, 2003). This may be especially important for students who have limited access to peers but who may have existing relationships that they discuss ideas related to their education.

Theoretical Model of Relationship Learning

     Social learning theory views behavior as central to relationships. Peers and educators affect each other’s lives through the behaviors they exchange. People learn from their relationship behaviors. Albert Bandura, an influential social cognitive psychologist who is perhaps best known for his social learning theory, described learning as hazardous if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling and establishing relationships throughout their learning development. Social Learning theory is essentially an explanation of how we learn when we are in social contexts or for the purposes of this paper in relationships.

     Although this theory can explain complex behavior and how we learn from our social experiences, it cannot adequately account for how we develop a whole range of behavior including thoughts and feelings. Some criticisms of social learning theory arise from its commitment to the environment as the chief influence on behavior. It is limiting to describe behavior solely in terms of either nature or nurture and attempts to do this underestimate the complexity of human behavior (McLeod, 2016). Social learning theory is not a full explanation for all behavior but more likely that behavior is due to an interaction between nature and nurture. This is particularly the case when there is no apparent role model in the person’s life to imitate for a given behavior.

Autonomous vs. Relational Learners

     Autonomous learning is the ability to take charge of one's learning. Autonomy has come to be used in situations in which learners study entirely on their own, where learning a set of skills can be learned and applied in self-directed learning, and when learners are able to take ownership and determine the direction of their own learning. The autonomous learner takes a proactive role in the learning process, generating ideas and availing himself of learning opportunities, rather than simply reacting to various stimuli of the teacher. Also known as self-directed learning, autonomous learning occurs when individuals take the initiative in learning instead of waiting to be taught. The rise of independent study is one example of autonomous learning.

     Relational learning is a way of being with students from a social constructionist perspective where those involved in education--students, mentors, and professors--learn from each other through the sharing of ideas and together create the learning/teaching world. Educators can help form this type of productive learning relationship and support the development of teachers-student relational capacities. Relational learners are connected in relation to others and focus on interdependence through interactive relationships with others (Mackeracher, 2004).

Role of the Unique Relationship Between the Learner and the Teacher

     Relationship refers to knowledge gained from past experiences that connects to current learning and the need to establish a sense of belonging within the learning environment. This happens by developing connections to other learners and to the facilitator. Learner-Facilitator relationship is the primary context within which learning occurs (Mackeracher, 2004). Relationship in learning can be defined as a joint activity between an educator and a learner in which the two parties share information and create more value together than they would create individually (Selnes and Sallis, 2003). Understanding learning-within- relationship as both context and process for adult learning could have wide-reaching practical and theoretical implications not only in the classroom, but in educational institutions, in communities, and in the workplace as well.

     Adults have found that relationships supported their transformative learning process through such related elements as faculty support of learning as a learner-centered endeavor, emotional support, inclusiveness, teacher as mentor, and teacher as co-learner (Barlas, 2001). Creating a learning environment that facilitates the integration of the students' social and cultural life experiences with their colleagues establishes respect. In this type of environment, students feel valued which contributes to a sense of self-esteem and empowerment that creates a ground from which they are able to take risks and grow.

     Building a learning environment that supports a culture of caring, trust, and safety, creates a space into which adult learners can share their unique life experiences. Through processes of disclosure, learners can develop caring and empathy for each other that fosters emotional as well as curricular support. This empathy and caring facilitates learning-within-relationship through deepening the appreciation of multiple perspectives and differences (Barlas, 2001). The unique relationship between the learner and the teacher can create fertile ground from which learners are able to take risks. Collaboration has a powerful impact on how learners develop and on what adults learn (Barlas, 2001).

Reflection

     Upon reflecting on this paper, the most detrimental thing to my writing throughout this process was being overwhelmed and not having a clue where to start. For me, being overwhelmed causes me to be unproductive, do nothing, or do work that will not contribute to out ultimate writing goal. Therefore, planning and organization was key for me throughout this paper. To make the theory review easier, it was helpful to be organized about a variety of things; references, literature searches, and time management. This can be hard but I have found that the writing and research will be superior if you can master organization and time management.

     The first step in writing my theory review was to complete research on the topic of relationships in learning. I felt familiar with the impact relationships have in everyday life but wasn’t secure in my knowledge about how relationships impacted adult education. After completing my research, I took notes and made an outline. I found the note-taking process helpful, as it ensured that I understood carefully and deciphered information correctly.  It was also beneficial for me to get constructive feedback on my paper throughout the process. Overall, I found this paper and research experience beneficial to learning about relationships in learning.    

 References

Barlas, Carole (2001). "Learning-within-Relationship as Context and Process in Adult Education: Impact on Transformative Learning and Social Change Agency," Adult Education Research Conference. http://newprairiepress.org/aerc/2001/papers/6

Lundberg, C. (2003). The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model. The Journal of Higher Education, 74(6), 665-688. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/3648234

MacKeracher, D. (2004). Making sense of adult learning. Toronto [Ont.: University of Toronto Press.

MCLEAN, S. (2014). Learning on the margins of adult education: Self-help reading about health, relationships, and career success. Studies In The Education Of Adults, 46(1), 4-22.

McLeod, S. A. (2016). Bandura - Social Learning Theory. Retrieved from www.simplypsychology.org/bandura.html

Selnes, F., & Sallis, J. (2003). Promoting Relationship Learning. Journal of Marketing, 67(3), 80-95. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/30040538

Tisdell, E., & Eisen, M. (2000). Team Teaching and Learning in Adult Education: From Negotiating Relationships to Implementing Learning Alternatives. New Directions For Adult & Continuing Education, 2000(87), 83.

Tables

Table 2. Summary of the theoretical ideas

Theoretical Model of Relationship Learning	The social learning theory views behavior as central to relationships. Peers and educators affect each other’s lives through the behaviors they exchange.
Autonomous vs. Relational Learners	Autonomous learning happens in relation to others and focuses on independence where relational learning is connected in relation to others and focuses on interdependence.  Relational learning happens through interactive relationships while autonomy learning maintains an increasing distance between self and others.
Role of the Unique Relationship Between the Participant/Learner and the Teacher	Relationship in learning can be defined as a joint activity between an educator and a learner in which the two parties share information and create more value together than they would create individually. The unique relationship and collaboration between the learner and the teacher can create fertile ground from which learners are able to take risks.

  

Theory Review: Relationships with Others and Learning

Mary A. Henehan

EDAC 635 Strategies for Teaching Adults

February 5, 2017

Theory Review: Relationships with Others and Learning

Table 1. Commented on Blogs

Your name	Commented on
Mary Henehan	Beatrice Vicks (Group 2) and Carlos Guerrero (Group 4)

Paul Bloom said “The key to the happy life, it seems, is the good life: a life with sustained relationships, challenging work, and connections to community” (Brainy Quote, 2001-2007). Beginning in infancy, most learning occurs through relationships with other learners and facilitators (MacKeracher, 2004). When connectedness and positive, safe relationships occur, an adult learner is more likely to engage in meaningful learning. Adults who feel accountable to others for their own learning are more willing to help others. Adults will encounter both autonomous and relational learning. Relational learners often bond with others outside the learning environment.  Women, more often than men seek rational learning experiences.

            One’s sense of belonging is connected to relational learning and to successful education experiences (Strayhorn, 2012; Maslow as cited in Tennant, 2006). Students in learning communities or cohort based programs form supportive relationships leading to greater academic success and higher completion rates (Zhao & Kuh, 2004).

MacKeracher (2004) purported one’s “personal theories about life and reality – provide us with a cognitive representation of the real world” (p. 9). There are many types of relationships which impact adult learning. Because of the limited scope this paper, I will address personal theories of adult learners’ own sense of belonging, interpersonal relationships with other learners, and relationships with educators which I developed after reading the literature cited. These theories fit with Bandura’s social learning theory which suggests people can learn from observing, modeling, and interaction with others (Cherry, 2016). These theories are further supported by Wegner’s theory of social participation (Fowler & Mayes, 2011).

Major Theoretical Points

Although most adults are cognitively able to learn autonomously, many adults, particularly women, need to not only connect to the material, but with other learners, with the facilitator, and must feel a sense of belonging (MacKeracher, 2004; Kidd as cited in MacKeracher, 2004; Strayhorn, 2012). 

Strayhorn (2012) defined a sense of belonging as a “basic human need and motivation, sufficient to influence behavior” (p.3). He advocates for learner involvement within formal, informal (extracurricular) settings, and recognizes the “reciprocal quality of relationships” where “each member benefits from the group and the group  . . .  benefits from each member” (p.3). Adults with strong, positive social networks have more confidence in their abilities to learn; at risk adults may need support to develop social connections (McConnell, Dalziel, Llewellyn, Laidlaw, & Hindmarsh, 2009). The sense of belonging and how to foster it is central to adult educators because unless this need is met, learning will be inhibited.

The relationship between the adult learner and educator is one of balance.  Educators must foster opportunities for learners to become autonomous and independent while providing the needed support for a leaner to transform from dependence to self-directed (Buck, 2004; MacKeracher, 2004; Mottern, 2012). Adults often want help with learning activities (Tough as cited in Smith & Smith, 2008).  In environments such court mandated adult education or alternative adult high schools, where the learners do not share the same values, morals and beliefs as the learners, trust must be established and a positive atmosphere created (Mottern, 2012). The relationship between the educator and learner is perhaps the cornerstone of adult education. 

The relationships developed between learners are critical to successful learning outcomes. The educator strives to form smoothly functioning groups where learners are productive and work together (Tennant, 2006). Members of the group form a commitment to the group when all have a voice in the decision making process, all participate in the activities and members follow through with commitments. Skills developed through group learning are transferable to the workplace and interpersonal settings.  Peer learner relationships are impacted by affective characteristics of each learner (MacKeracher, 2004).

Application of Theoretical Points in Practice

The theoretical points of a learner’s sense of belonging, and relationships between the educator and learner, and learner with other learners and their impact on adult learning discussed above can inform the practice of adult educators.  Below, I have elaborated on what I feel are the most significant takeaways.

Adult learners know they fit in and belong when they see educators and other learners who look like themselves and who hold similar interests (Strayhorn, 2012). Organizations and institutions should strive to hire educators and staff who reflect the composition of their clients and students. Adult educators, particularly those working with residential college students, military, immigrants need to make efforts to help learners feel they belong by helping learners find commonalities or connections with others.  This could be interests in sports, favorite music groups, hobbies, faith affiliations, or athletic pursuits. It is important for learners, especially those feeling isolated or invisible, or uprooted from their families and support networks, to make connections (McConnell et al., 2008; Strayhorn 2012).  Residential institutions have found living learning communities for discipline specific majors like STEM (science, technology engineering and math) offer learners an opportunity to more quickly form connections with others and a better opportunity for success (Strayhorn, 2012; Zhao & Kuh, 2004).

Trust between the educator and her learners can be established by knowing about the types of lives the learners live and forming relationships. In practice, adult educators foster learning by making connections with learners. They learn to “talk their music” and lingo (Mottern, 2012). Educators demonstrate connections to learners by asking them about their lives outside of the learning environment.  Adult educators may need to become the strong role model or mentor some of their learners have never experienced (Buck, 2004; MacKeracher, 2004; Mottern, 2012).

Mentors and role models hold learners accountable for learning and for their behaviors. For example, a learner may provide weekly excuses for being late and not completing tasks. The educator/role model arrives on-time and prepared to facilitate learning activities. The educator/mentor will explore with the learner ways to arrive on-time and explore time management practices so work can be completed. As a learner grows more confident in her abilities to ask questions, think critically to solve problems, and interact with others, the educator/mentor provides less guidance so the learner can become independence while remaining available for later consultation (Buck, 2004).

Educators need to use multiple strategies to reach all adult learners. This can be accomplished by varying activities and approaches to meet the needs of both the autonomous and relational learners (MacKeracher, 2004).  Adult learners who have an autonomous approach to learning may need guidance in how to function as part of a group.  Learners may be assigned some tasks to be completed alone and other assignments requiring group collaboration, much like the EDAC 635 course. Educators may provide ground rules for groups such as everyone needs to have a voice, stay on topic, avoid side conversations, and not verbally attacking ideas (Lawson, 2009).

Organizations and institutions have promoted positive relationships between learners by creating informal opportunities for interaction in extra-curricular events like game clubs, book discussions, craft and service activities, sports clubs or just spaces to just hang out (Smith & Smith, 2008). Living learning communities and prolonged contact i.e., more than one class, one semester like cohorted programs, generate long term relationships extending beyond the learning environment (Fowler & Mayes, 2011; Zhao & Kuh, 2004). Other organizations have established formal programs for learners with similar characteristics, such as mothers with learning disabilities, to meet, to talk, and to learn together, and to meet people in the greater community (McConnell et al., 2008).  Such programs help learners to develop personal confidence, support networks, and comradery with other learners.  The formation of positive relationships enhance learners’ ability to function as productive member of the community.

Educators can fosters positive relationships amongst learners through modeling behaviors and speech. This is accomplished by maintaining eye contact, carefully selecting words, respecting learners by not making disparaging comments, encouraging questions, identifying and addressing resistance, and identifying concerns (Lawson, 2009). The room setting can impact the development of relationships. Round tables or clusters of desks work well for fostering interactions in small groups (three to six); circular or U chair arrangements work well for groups of 20 to 30 because all participants can see one another.

Reflection

Highlights

I discovered areas of adult education for which I little prior knowledge. One area was the relationships of educators to adult learners in correctional facilities or court mandated environments.  I found the ideas discussed had application to adult high schools and adult basic education. Strayhorn’s sense of belongs for various sub-groups of learners, e.g., Latino, STEM students of color, Gay, first-year, are transferable outside of the college context. There is an abundance of literature on relationships and learning and it will be exciting to explore and learn more was we progress through the course.

Process

This week, group really did not work together for our project.  One member set up the blog. We exchanged texts messages and emails to gain access to the blog.

To prepared for writing the paper, I set-up an outline based on the components form the syllabus and rubric. I imported information from my topic summary as the introduction. I read a few blogs to examples to see how others completed the assignment, and reviewed the comments Dr. Chang made on how to improve. I used Academic Search Premier and the terms “relationships and learning” and “adult education.” Based on the search results, I expanded my paper outline. Finally, I read articles and books to fill in my outline. I never have enough time to explore everything I would like to include. I had to complete the bulk of my work on a few days I had available.

Table 2. Summary of the theoretical ideas

The main theoretical ideas	Summary of how to apply the main theoretical ideas in practice
Learners need a sense of belonging.	Find common interests or connections with others. See others like themselves in the learning environment. Institutions should hire staff to reflect learner population.
Adult educators help learners to be independent and interdependent.	Adult educators need to use multiple strategies to reach all learners. Offer autonomous and group learning options. Establish trust between educator and learner. Know them as people. Become a role model for learners. Help learner to become independent while learning to connect to other learners. Teach learners how to function in groups. Suggest ground rules for learning groups. Treat learners with respect.
Adult learners are connected to other learners	Creative opportunities within and outside the learning environment for people to connect (group work, clubs, service learning, cohorted programs). Arrange seating to make it easier for learners to interact. Establish living learning communities. Foster support networks and friendships amongst learners.

References

Brainy Quote (2001-2017). Retrieved from https://www.brainyquote.com/search_results.html?q=relationships+impact+on+learning

Buck, M. A. (2004). Mentoring: A promising strategy for creating and sustaining a learning organization. Adult Learning, 15(3/4), 8-11.

Cherry, K. (2016). What is social learning theory? Retrieved from https://www.verywell.com/social-learning-theory-2795074

Fowler, C., & Mayes, J. (2011). Learning relationships from theory to design. Research in Learning Technology, 7(3). doi:http://dx.doi.org/10.3402/rlt.v7i3.11554

Lawson, K. (2009). The trainer's handbook. San Francisco: Pfeiffer.

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.

McConnell, D., Dalziel, A., Llewellyn, G., Laidlaw, K., & Hindmarsh, G. (2009). Strengthening the social relationships of mothers with learning difficulties. British Journal of Learning Disabilities, 37(1), 66-75. doi:10.1111/j.1468-3156.2008.00526.x

Mottern, R. (2012). Educational alliance: The importance of relationships in adult education with court-mandated students. Adult Learning, 23(3), 111-119. doi:10.1177/1045159512452409

Smith, M. C., & Smith, T. J. (2008). Low-education adults' participation in informal learning activities: Relationships with selected demographic characteristics. Adult Basic Education & Literacy Journal, 2(2), 67-73.

Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success for all students. New York: Routledge, Taylor & Francis Group.

Tennant, M. (2006). Psychology and adult learning. Abingdon, OX: Routledge.

Zhao, C., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. doi:10.1023/B:RIHE.0000015692.88534.de