Regarding the blog post: "Chapter 2: Reflections on Personal Learning Theory Preferences" by Jessica

I absolutely agree with the author's view regarding the use of Behaviorism and Constructivism in adult learning. Especially in technical fields such as Computer Science, or Mathematics, I believe we usually start with teaching and learning strategies that are based on Behaviorism. Then, as we progress towards senior years (and graduate level courses) most of the courses are taught using Constructivism models for teaching and learning.

Below I will focus my blog post around the same sections as the author did in her post:

Behaviorism

Besides many courses taken as a high-school and/or undergraduate student (whether an adult or not), I would add that many (if not most) adults are using Behaviorism when they get evaluated in order to get a promotion, or a pay raise. Usually employers (especially for larger companies) have a list of outcomes that is being used to evaluate the progress of an employee. At many research institutions, a faculty member needs to publish a certain amount of research articles in a given list of "good" journals. Usually these strategies used for promotion overlook the process of learning itself, and the syntagm  "publish or perish" is, in my opinion, a relevant example.

Constructivism

Since Constructivism implies that "learning is creating meaning from experience" (Merriam, 2014, p. 36), it is appropriate to be used in places where experience has an active role in the process of learning something new. 

I believe that constructivism should be used in courses at all levels (freshmen to seniors). A relevant such strategy that is becoming more and more popular nowadays is the Process Oriented Guided Inquiry Learning (POGIL). According to the official POGIL website [https://pogil.org/, retrieved on Jan 25th, 2015]  "POGIL uses guided inquiry - a learning cycle of exploration, concept invention and application - as the basis for many of the carefully designed materials that students use to guide them to construct new knowledge. "

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco: Jossey-Bass.