Adult Learning Theory

Adult Learning Theory and Educators

Andragogy, the study of adult learning, is a critical aspect of professional development for educators in school districts. Understanding the principles of adult learning can help technology coaches and administrators create more effective, engaging, and relevant professional development experiences for teachers. This page explores the concept of andragogy, its key principles, and how it can be applied to support teachers in school districts.

The term "andragogy" was popularized by educator Malcolm Knowles in the 1970s, who developed a set of core principles to guide adult learning. It refers to the methods and principles used to teach adults, differing from pedagogy, which focuses on teaching children. Understanding the unique needs of adult learners helps create more effective learning experiences and fosters the professional growth of educators.

Knowles' Principles of Adult Learning

Malcolm Knowles, a prominent adult education theorist, contributed significantly to our understanding of adult learning. He developed a set of principles, known as Knowles' Principles of Adult Learning or the Andragogical Model, that outlines the unique characteristics of adult learners and provides guidelines for designing effective learning experiences tailored to their needs. These principles serve as a foundation for creating meaningful and engaging professional development opportunities for adult learners, including teachers and educators.

Self-directed Learning

Adult learners prefer to take control of their learning experiences and assume responsibility for their own education. They value autonomy and often have specific goals in mind, which influence their learning preferences. To accommodate this principle, coaches should encourage self-directed learning by offering choices in topics, materials, and activities and providing opportunities for learners to set and monitor their own learning objectives.

Prior Experience

Educators bring a wealth of life and professional experiences to the learning environment. These experiences serve as a valuable resource and foundation for new learning. Coaches should acknowledge and build upon the knowledge and expertise of adult learners by creating opportunities for them to share their experiences, relate new information to their backgrounds, and reflect on the connections between their past and present learning.

Relevance

Adults are more motivated to learn when they perceive the material as relevant and applicable to their lives and professional needs. They are goal-oriented and often seek learning opportunities that can directly address their challenges or enhance their skills. To ensure relevance, coaches should design learning experiences that are aligned with the learners' real-world contexts and clearly demonstrate the practical benefits of acquiring new knowledge or skills.

Problem-centered Learning

Adult learners typically prefer problem-centered learning approaches, where they can actively engage in solving real-life problems or challenges. This type of learning allows them to apply their existing knowledge and skills, as well as acquire new competencies, in a practical context. To facilitate problem-centered learning, coaches can incorporate case studies, simulations, project-based activities, or other authentic learning experiences that require learners to think critically and apply their learning to real-world situations.

Readiness to Learn

Adults are more likely to engage in learning activities when they perceive a direct link between the new knowledge or skills and their current or future roles and responsibilities. Their readiness to learn is often triggered by specific life events or changes in their personal or professional circumstances. Coaches should be aware of these triggers and strive to create learning experiences that align with the learners' current needs, interests, and developmental stages.

Internal Motivation

Educators tend to be more intrinsically motivated to learn, driven by their personal interests, goals, and a desire for self-improvement. They often value learning for its own sake, rather than seeking external rewards or validation. To support internal motivation, coaches should create a supportive and engaging learning environment, where learners can explore their interests, set meaningful goals, and experience the satisfaction of personal growth and achievement.

Image from Instructional Design Australia

Other Adult Learning Theories

In addition to Malcolm Knowles' andragogy, there are several other adult learning theories that can help inform the design and delivery of effective learning experiences for adult learners. Transformative learning theory, proposed by Jack Mezirow, emphasizes the importance of critical reflection and personal transformation in adult learning. This theory suggests that adults learn best when they question and reassess their beliefs, values, and assumptions, leading to transformative changes in their perspectives and actions. Another notable theory is experiential learning, developed by David Kolb, which posits that adults learn through a cyclical process of concrete experience, reflective observation, abstract conceptualization, and active experimentation. This theory highlights the importance of hands-on learning experiences and encourages educators to engage adult learners in activities that allow them to apply, reflect on, and refine their knowledge and skills. Furthermore, self-determination theory underscores the role of intrinsic motivation, autonomy, and competence in adult learning. According to this theory, adults are more likely to engage in learning activities when they feel a sense of personal control, are driven by their own interests and values, and perceive themselves as capable of achieving their learning goals. By considering these and other adult learning theories, educators and trainers can develop a more comprehensive understanding of adult learners and create learning experiences that cater to their diverse needs, preferences, and motivations.

READ: 6 Adult Learning Theories and How to Put Them Into Practice

Review of Learning Styles

As a technology coach, understanding and addressing different learning styles is crucial to creating engaging and effective professional development sessions for educators. By catering to various learning preferences, you can ensure that all participants have the opportunity to absorb and retain information, leading to a more successful transfer of knowledge and skills. The VARK model, developed by Neil Fleming, is a popular framework for understanding learning styles and can be a valuable guide for technology coaches.

The VARK Model and Its Application for Technology Coaches

Visual Learners

Visual learners prefer to process information through images, diagrams, charts, and other visual aids. As a technology coach, you can support visual learners by incorporating relevant visuals, such as screenshots, flowcharts, or infographics, into your presentations. Additionally, you can use color coding or other visual cues to highlight important points or organize information.

Auditory Learners

Auditory learners learn best through listening and verbal communication. To accommodate these learners, technology coaches should ensure that their verbal explanations are clear, concise, and well-organized. Encourage questions and discussions, and provide opportunities for participants to rephrase or summarize concepts in their own words. You can also incorporate audio materials, such as podcasts or recordings, into your sessions to cater to auditory learners.

Reading/Writing Learners

Reading/writing learners prefer to learn through reading and writing activities, such as taking notes or reading text-based materials. As a technology coach, you can provide handouts, articles, or other written resources that cover the content of your sessions. Encourage these learners to take notes during your presentations, and offer opportunities for them to express their understanding through written reflections or collaborative writing activities.

Kinesthetic Learners

Kinesthetic learners learn best through hands-on experiences and physical activities. To engage these learners, technology coaches should incorporate interactive elements into their sessions, such as demonstrations, role-playing, or hands-on practice with new tools and technologies. Design activities that allow participants to actively explore and apply their new skills in a practical context, and provide opportunities for group work and collaboration.

As a technology coach, recognizing and addressing the diverse learning styles of educators can significantly enhance the effectiveness of your professional development sessions. By incorporating a variety of teaching strategies and materials that cater to visual, auditory, reading/writing, and kinesthetic learners, you can create a more inclusive and engaging learning environment that supports the growth and development of all participants.

Articles About Adult Learning Theory

Adult learning theory: 10 key principles and best practices by BigThink
What is Adult Learning Theory? The Complete Guide by New England Institute of Technology
5 TED Talks (and Big Questions) for Adult Learning Professional by Clint Clarkson, CTDP, CTT

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