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a situation of potential learning and therefore fail to be engaged in the experiential learning process. In addition, it was possible to undergo rejection in the process and fail to achieve or advance experiential learning. Non-reflective trends included the daily encounters of pre-conscious behavior as everyone is exposed to experiences on a daily basis that he does not think about. Practice is also a stage in non-reflective trend and focuses on acquiring physical skills and training for a manual occupation. Non-reflective trend also is characterized by memorization. In this model, reflective learning involved contemplation, which entails giving a consideration and making an intellectual decision about it. Individuals would also be able to go thorough reflective learning by having a reflective practice in and on action. The conceptualization by Jarvis also falls short in the consideration of stage wise flow of things, yet it is crucial to note that different things may happen together at once.

Conclusion

Theory of adult learning is limited and needs exploration to understand. There are many perspectives of adult learning in theory, including self-directed learning, critical reflection, experiential learning and learning to learn have been neglected in theory exploration. The consideration of adult learning as separate from the normal learning theory is wrong and undeserved. This paper mainly covered the aspects of experiential learning, and considers the Kolb and Jarvis theory of experiential learning. Experiential learning involves the individual learning through experiences of real life situation or the learning that is fostered by the institutions. The theory of provides important components on how adult learning may be well accomplished and planned but has some shortcomings. 

These include limitation in its coverage of issue of knowledge and limited research base for the theory. Kolb's model of experiential learning has also been criticized for lack of consideration of reflection in learning. Both the Kolb's and Jarvis' contributions have also been found to fall short of expectations in that they involve stage-wise development of processes of learning yet it would be expected that sometimes more than one process happens at the same time and others are skipped. Though the consideration of the adult learning process as being separate from the normal learning process has been criticized, it is important to figure out ways in which adult learning differs or the characteristics of the process or learners that make it diverge from the normal known learning process. In order to foster learning process by the individual, it is important to consider the characteristics of the adult learner. The adult learner is a self-directed individual who has already determined what they want from the course they have enrolled into. Again, they are likely to engage into activities they see as relevant. Adult learners have an advanced motive of learning such as requiring achieving certain qualifications that will make them be promoted at the workplace, among others, and therefore these needs must be understood and incorporated in the learning process and education curriculum. Learning process does not only constitute of experiences, but that factors like motivation play an important role in the achievement or participation in learning本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。