Adult Learning Theory
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Adult Learning Theory
Adult Learning
Adult learning differs from childrens learning in that it is self-directed, problem-centered, experience based, and more often relevant to life.
Andragogy
Andragogy is learning theory specifically for adults. It emphasizes process more than content and makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.
Behaviorism
Behaviorism is a school of psychology that focuses on the observable, measurable aspects of experience and that, educationally, is stimulus-response based.
Cognitivism
Cognitivism stresses cognition and sees learning as occurring within the learner. It focuses on processing rather than behavior.
Constructivism
Constructivism acknowledges outside influences and stimuli while stressing individual formation and interpretation.
Cooperative Learning
Cooperative learning is an approach that requires interaction among learners for learning to occur.
Experiential Learning
Experiential learning is primarily significant in its emphasis on personal involvement and personal acquisition of knowledge and skills through relevant experiences.
Humanism
Humanism is more an approach than a theory. It stresses mutual respect and trust with learning firmly anchored in interpersonal relationships.
Learning
Learning is “the act, process, or experience of gaining knowledge or skills.” It is physiological as it requires “the formation of cell assemblies and phase sequences. Children learn by building these assemblies and sequences. Adults spend more time making new arrangements than forming new sequences.”
Social Learning
Social learning sees learning as a mixture of behavior and cognition including the learners contribution to the process. It values modeling.
Transformative Learning
Transformative learning is a theory that is “partly a developmental process, but morethe process of using a priori interpretation to construe a new or revised interpretation of the meaning of ones experience in order to guide future action
Application of Adult Learning Theory
1. Adults have a need to know why they should learn something.
Adults spend a considerable amount of time and energy exploring what the benefits are of them learning something and the costs of them not learning something before they are willing to invest time in learning it. It is seldom convincing for them to be told by someone (even the boss) that it would be good for them.
Training should be based on valid needs of the intended audience. All information provided about the training, including lesson plans, should include reasons for learning. The benefits of learning should be clearly shown. Activities should be based around real work experiences.
2. Adults have a deep need to be self-directing.
The psychological definition of “adult” is one who has achieved a self-concept of being in charge of his or her own life, of being responsible for making his or her own decisions and living with the consequences. Adults develop a deep need to be seen by others as being capable of taking responsibility for themselves. Too often as trainers we design training situations that