Today, I would like to discuss mind mapping and how helpful it can be for adult learning.
Adult education is more complicated than many people may think because it occurs at a time when individuals have already had some educational and professional experience, and adjusting to new knowledge can be difficult. Traditional methods such as lecturing have been the go-to tools for information transfer; however, at the current stage of social and technological development, their effectiveness is dwindling. Mind mapping is a relatively new method used for effective learning for individuals with high levels of perception when it comes to visual material. With the help of this method, adult learners have the opportunity of approaching educational materials differently and have better success at processing new information. Mind mapping software, which is becoming increasingly used in the classroom setting, has been shown to increase students’ retention rates (Fitria et al., 2020).
As an essential part of mind mapping, sharing has shown to be a valuable option for enhancing the learning process as a reciprocal occurrence. By sharing their thoughts, opinions, and knowledge, adult learners benefit from mind mapping because it enables critical thinking. Such a process allows students to gain a comprehensive understanding of the subject matter being presented to them as well as obtain effectively relevant frameworks regarding the materials that students learn. It is notable that the flexibility of mind mapping allows for adjusting the tool to the different learning approaches and subjects. In addition, since every learner is different in the way they perceive and store information, mind mapping is useful for enhanced adaptation and the increased connection between the process of education and the supplementary materials that improve it both internally and externally.
Thank you for your attention.
Reference
Fitria, Y., Floriasti, T., Djohan, D., & Sittiprapaporn, P. (2020). Mind mapping tool increased critical thinking through blended learning. Asian Journal of Medical Sciences, 11(1), 42-50.