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Andragogy--Principles of adult learning

1. Internal Motivation--What’s in it for me?

2. Immediacy

3. Use past experiences to connect to new learning

4. Independence

5. Find relevance in task-oriented and problem-solving learning

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7 Adult Learning Theories and Principles (Aug 2021)

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7 Adult Learning Theories and Principles (Aug 2021)

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1. Self-directed: Learning at one’s own pace in one’s own way

2. Transformational: Learning can change your perspective on the world and vice-versa

3. Experiential: Focuses on developing life experience or “hands-on” learning

4. Mentorship: Learning from an outside mentor (established figure) in a field

5. Orientation to (or of) learning:  Adults need to reframe their emotions and assumptions around the experience and value of learning

6. Motivation:  Children are motivated by parents and laws requiring their education; adults often have internal motivation

7. Readiness to learn:  As a child matures, they reach a certain threshold of learning readiness (such as reading or basic math facts), but adults have already been through this development and need to rely on past experience or life changes to develop a renewed readiness

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7 Adult Learning Theories and Principles | Tips, Guides and More

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These 7 adult learning theories and principles can boost your organization’s performance and training. Click here to find out how to apply them.

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I especially need to practice the "wait" more, allow students processing time to actively engage.

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Adult Learners need…

1. ...a physical and social climate of respect.

2. …a collaborative mode of learning

3. …experiences that include and build on the past experience of the learner.

4. …fostering of critical reflective thinking.

5. …learning experience that allows problem-solving and problem-posing.

6. …learning for action.

7. …a participative environment.

8. …empowerment.

9. …self-directed learning.

10.  ...learning that is sequenced and reinforced.

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Principles of Adult Learning - Individual Reflection

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Using Adult Learning Principles in e-Learning (Dec. 2021)

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Using Adult Learning Principles in e-Learning (Dec. 2021)

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1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning experiences

3. Adults are goal oriented

4. Adults are relevancy oriented

5. Adults are practical

6. Adult learners like to be respected

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When developing eLearning, it is important to put yourself in the shoes of the learner. Two essential questions to consider are:

'Who are the learners?

'What will motivate them to learn?'

The tools today are packed with features to make learning exciting and easier to use with templates ready to get you started quickly. But for those of us designing courses for adult learners, it's helpful to understand adult learning principles too since this is not an automated function of any tool.

Malcolm Knowles pioneered the study of adult learning (called andragogy) in the 1970s, identifying the following six adult learning principles.

1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning experiences

3. Adults are goal oriented

4. Adults are relevancy oriented

5. Adults are practical

6. Adult learners like to be respected

These principles are an excellent summary of how adults learn.
PRINCIPLE 1: Adults are internally motivated and self-directed According to research, "adult learners resist learning when they feel others are imposing information, ideas or actions on them".
Adult learners like to feel a sense of control over their own learning. Online learning gives adults the choice to log on and learn at a time convenient to them. But what if they log on, and then have no freedom to navigate through the course in their own way? If possible, I like to give learners options to move around the course freely. It is best not to lock down the navigation which may lead to frustration and impede the learning process.

It can be argued that some learners will just click through to the end without reading each screen. To address this problem, I recommend putting in a Case Study or Quick Quiz at the end of each section to check their understanding. This will encourage them to go back to previous screens and take a closer look if they need to. You could lock the Quiz or Test so they have to pass before progressing. For more information about navigation options, read Tom Kulhmann's post on the Rapid E-Learning Blog.

But what about if the client asks you to lock down the navigation?

Some managers want their staff to click and read every item on a screen before progressing to the next screen. The good news is that self-directed learning is not just about navigation. If you have to lock down the navigation, there are other ways you can encourage self-directed learning. An important guideline is to lead the learner toward inquiry before supplying them with too many facts. Facts are often presented in the form of bullet points but this may not be the best way to facilitate learning. In fact if bullet points are over-used, it is a sure way for the learner to switch off. Instead try creating a real life problem (case study) that the student has to solve for themselves. You can supply a few facts or resources that they have to draw on to solve the problem. Then provide guidance or feedback after they have submitted a solution. In this way the learner is motivated to learn within a meaningful context. The learner has to think for themselves-and remember, adults like to solve problems and think things through for themselves. It is more likely that they will remember the information if they have had to apply it to a realistic workplace scenario.
PRINCIPLE 2: Adults bring life experiences and knowledge to learning experiences
Even if you do not personally know the learners you are designing for, you can be sure that as adults, they have a wide range of knowledge and experience to bring to the course. Try to draw on this experience from time to time in the course.

When I start designing a new section in a course, I like to ask the learners a few questions to draw on their pre-existing experiences. By drawing on the learners' current knowledge or experience, you are orienting them to the new topic and making the course more personal.

This example is from our Equal Employment Opportunity course. Near the start of the course, I asked learners to think about two questions: "What does EEO mean to you?" and "Have you (or someone you know) ever been discriminated against in a workplace?". I inserted a green box for the questions with the title 'Reflection'. The same green box format appears several times in the course and asks the learner different questions for reflection. This is a good way to acknowledge their experience and by doing so, show them respect.
PRINCIPLE 3: Adults are goal oriented
Adult learners need to have a goal to work towards when undertaking online learning. Some adult learners undertake online training by choice. They already have a goal, for example to change careers or get a promotion. Other learners do an online course because their boss has told them they have to. In both cases, adult learners like to know how they will benefit from doing the course. In the first few screens they should be able to answer the question "How will doing the course make my job/life easier?"

As eLearning designers, we need to convince the learner that the course will be worth their while. Although clear learning objectives are a start, there is more that we can do. For example you could open the course with a scenario that they could realistically face in their workplace. Then ask "Would you know what to do in this situation?". The idea here is to identify a gap in their knowledge which helps to motivate the learner to fill the gap. In other words, do the course!

As adult learners practice new skills, they need feedback about how they are progressing toward their goals. The timing of feedback is important: immediate feedback facilitates learning the most. The longer the interval between performance and feedback, the less likely it is that feedback will have a positive effect on learning. In eLearning we can provide feedback to an adult learner immediately after a skill has been performed. Using a tool like Articulate Storyline , its easy to provide feedback by question or at a deeper level by each individual response

It is also important to acknowledge goal completion; for example 'Congratulations you passed the test' or 'Well done - you have completed Section One of the course'. Another option is to use gaming elements by awarding badges. This kind of encouragement gives the learner a sense of completion and satisfaction.
Principle 4: Adults are relevancy oriented
Adult learners are usually time-poor. Whether they are undertaking the course at work, on the train, or at home, typically there are dozens of other things they could be doing with their time. So it is important not to waste their time with unnecessary information or irrelevant screens.

When I am selecting course content, I ask myself "Will this help the learner achieve the course objectives?". If the answer is yes, then it is included. If the answer is no, then I leave it out. Sometimes it is helpful to print out the course objectives and keep them next to the keyboard or on the wall in front of you. By keeping the course objectives at the forefront, you are more likely to keep on track with the most relevant course content.

In addition, adult learners want to see the relevance of what they are learning to their own experience. Always choose images that you think the learners will be able to identify with. For example if you are designing a course about Workplace Bullying for the mining sector, choose images of miners, mine sites and other environments that the learners will be familiar with.

Case studies also need to be relevant to the learners' experiences. In some cases you might have to talk to a Subject Matter Expert (SME) to gather ideas for realistic workplace scenarios. The more you can relate the content to the everyday experiences of the learner, the more likely they are to see the relevance of the course and engage with the learning experience.
Principle 5: Adults are practical
Adult learners like to apply newly-acquired knowledge in practical ways. They prefer to be active participants in the learning experience. That's why there should be plenty of interactivity in eLearning courses. Quizzes, surveys, challenges, discussions, research projects - all of these practical activities help to facilitate learning.

The desire for interactivity is not much different from child learners-however there is one important difference: adults need to apply their newly acquired knowledge and skills in their working life. In other words, they are undergoing training that will help them in practical ways to perform their jobs more effectively.

What does this mean for eLearning designers? It means you should write in a very clear, precise and direct way. Instructions must be crystal clear so learners can easily follow them. Avoid overly formal language that will only alienate the learners. Follow the principles of plain english.

It means the course should include plenty of practical advice that learners can implement immediately. Tips are an excellent way to do this. By sprinkling several practical tips throughout the course, it breaks up the content and brings the focus to a very practical level. I suggest using a Quick Tip throughout the course. It brightens up the course, by breaking up content and allows learners to follow expert advice.
Principle 6: Adult learners like to be respected
I think this last principle actually sums up all the six adult learning principles. Put yourself in the shoes of the learner, take care in your eLearning design, ask questions about their own knowledge and experience. Things to consider to avoid disrespecting your adult learners include restricting the navigation, repetition of warning messages, narrating on screen text word for word, poor graphic design.
'Respect your learner' is an excellent mantra for any teacher, trainer or course designer.
If you're want to learn more about using adult learning principles in eLearning then consider our Certified Articulate Training and eLearning Design Essentials course.

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Using Adult Learning Principles in eLearning | B Online Learning

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When developing eLearning, it is important to put yourself in the shoes of the learner. Two essential questions to consider are: 'Who are the learners? 'What will motivate them to learn?' The tools today are packed with features to make learning exciting and easier to use with templates ready to get you started quickly.

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Right around the time Knowles penned the fifth pillar of his adult learning theory, he also introduced four pillars that we can apply to adult learning:

Adults want to participate in both the planning and evaluation attached to their instruction.

Experiences, both good and bad, serve as the backdrop for all learning activities.

Adults first gravitate towards learning things that are directly relevant to their job or personal life.

Adult learning centers on problems, not subjects.

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Jane Vella (1994)12 Principles of Adult Learning: 

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Jane Vella (1994)12 Principles of Adult Learning: 

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1. Needs Assessment--Finding out what they are coming to class with

2. Safety-including design of learning tasks, learning environment, small group work, and materials are challenging and safe

3. Sound Relationships

4. Sequence and Reinforcement--Scaffolding and ample practice

5. Praxis--Action with Reflection

6. Respect for Learners as Decision-Makers

7. Ideas, Feelings, Actions--Cognitive, Affective, and Psychomotor (behavior) domains

8. Immediacy

9. Clear Roles--Clarity that there is human equity between teacher and learner--

10. Teamwork

11. Engagement

12. Accountability--What is taught is taught, but more importantly, what is to be learned is learned.

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Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners

1. Need to know
2. Self-Concept
3. Learning by experience
4. Readiness to Learn
5. Orientation to Learn
6. Motivation to Learn

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Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners

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Allen_S_Apply Adult Learning Principles to Online Course Design

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Do You Practice the 5 Principles of Adult Learning When You Teach?

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Do You Practice the 5 Principles of Adult Learning When You Teach?

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The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, for the best results it's important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning. He observed that adults learn best when:

1. They understand why something is important to know or do.

2. They have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The process is positive and encouraging.

Most adult students are in your classroom because they want to be. Some of them are there because they have continuing education requirements to keep a certificate current, but most are there because they've chosen to learn something new.

This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of the learning. For example, imagine you are teaching a group how to make pickles. It would be important for students to understand why each step in the pickle-making process is important:

It's important to soak the cucumbers in ice water overnight. This helps make the pickles crisp.

If you put a towel under the jars in the canner, they won't bounce against each other and break.

When sterilizing the jars, it's important to fill each at least halfway with water, AND fill the canner they're sitting in with water. Too little water and the towel mentioned in the previous bullet will catch on fire. You know this kind of information comes from experience.

There are three general learning styles: visual, auditory, and kinesthetic.

Visual learners rely on pictures. They love graphs, diagrams, and illustrations. "Show me," is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the whiteboard, and using phrases like, "Do you see how this works?"

Auditory learners listen carefully to all sounds associated with the learning. "Tell me," is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, "How does that sound to you?"

Tactile or kinesthetic learners need to physically do something to understand it. Their motto is "Let me do it." They trust their feelings and emotions about what they're learning and how you're teaching it. They want to actually touch what they're learning. They are the ones who will get up and help you with role-playing. You can best communicate with them by involving volunteers, allowing them to practice what they're learning, and using phrases like, "How do you feel about that?"

Most people use all three styles while they're learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.

The big question is, "How do you, as the teacher, know which student has which learning style?" Without training in neuro-linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the student as it is to you.

There are several learning style assessments available online, some better than others. A good choice is the one at Ageless Learner.

Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific - activity of any kind. Activities also keep people energize d, especially activities that involve getting up and moving about.

The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it's appropriate. You'll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share.

"When the student is ready, the teacher appears" is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn't ready to learn, chances are good he or she won't. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They've already determined that the time is right.

It's your job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they'll have to wait until later in the program. By then, you may have lost their interest.

For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven't taken a class in decades, it's understandable that they would have some degree of apprehension about what it will be like and how well they'll do. It can be tough to be a rookie when you've been an expert in your field for many, many years. Nobody enjoys feeling foolish.

Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give your older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give them words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you're clear about them.

A word of caution here. Being positive and encouraging is not the same as being condescending. Always remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome. Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction.

This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives.

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Do You Practice the 5 Principles of Adult Learning When You Teach?

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The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, for the best results it's important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning.

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7 Adult Learning Principles Every Online Educator Should Know

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7 Adult Learning Principles Every Online Educator Should Know

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from Sasha

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Sam Thompson

Leverage the power of breakout rooms and other interactive features, with Kaltura Virtual Classroom.

Start Your Free Trial

Looking to build your next online course for adults? Give Kaltura Virtual Classroom a free try!

Start Your Free Trial

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7 Adult Learning Principles Every Online Educator Should Know

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Sam Thompson Leverage the power of breakout rooms and other interactive features, with Kaltura Virtual Classroom. Start Your Free Trial Looking to build your next online course for adults? Give Kaltura Virtual Classroom a free try! Start Your Free Trial

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Deb Moses, I believe it is essential that when we dicuss learning styles of any kind we are also looking at diversity and ensuring that we adapt to the needs of communities that are diverse in many ways including, age, gender, abilities and race.

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Introduction to Inclusive Teaching Practices

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Jack Mezirow (1978)
Transformational Learning

Stage 1: Identify a Dilemma

Stage 2: Establish personal Relevance

Stage 3: Provide an opportunity for critical thinking

Kolb’s (1984)
Experiential Learning Model:

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Additional Adult Learning Theories
Self-Directed Learning
Project-Based Learning
Action Learning
Cooperative and Collaborative Learning
Discovery Learning
Elaboration Learning
Social Learning
Individualized Learning
Behaviorism
Cognitivism
Constructivism

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This is Deb Moses, I thought since public health was my field that would be where I would look. Adult education is the cornerstone of public health not only in the classroom setting but in all community settings.

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Domains of Learning

The three domains of learning are cognitive, affective, and psychomotor, often attributed to Benjamin Bloom and referred to as Bloom's Taxonomy.

Video Transcript [PDF - 133 KB]

Adult Learning Styles

The three learning styles are visual, auditory, and kinesthetic, also referred to as the VAK Model. This theory was advanced by Walter Barbe and Michael Milone.

Video Transcript [PDF - 105 KB]

Adult Learning Assumptions

Malcolm Knowles developed basic assumptions about how adult learners differ from child learners. These assumptions include self-concept, experience, orientation to learning, and readiness to learn.

Video Transcript [PDF - 133 KB]

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The three domains of learning are cognitive, affective, and psychomotor, often attributed to Benjamin Bloom and referred to as Bloom's Taxonomy. Video Transcript [PDF - 133 KB] The three learning styles are visual, auditory, and kinesthetic, also referred to as the VAK Model. This theory was advanced by Walter Barbe and Michael Milone.

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https://www.youtube.com/watch?v=Uk6QFlUYrkE

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Using Adult Learning Principles to Create Effective Training