Adult Learning Theory
Learning Defined
Learning can be defined as, “a process that changes the way a person thinks, feels, or behaves.” As stated before, each outcome in the NCO Academy has associated learning goals. If you have reviewed those, you will see that they are simple and concrete: provide an opportunity for you to make yourself a better, more effective NCO in the areas of joint warfighting, strategic thinking, and leading teams.
This is an adult learning environment, designed with the principles of andragogy in mind. Andragogy refers to the methods or techniques used to teach adults.. Therefore, you will notice as you progress through this course that it is student-centered. Your learning will mostly occur from Socratic inquiry of the topics, personal reflection, and experience-sharing with your peers.
"What is Socratic inquiry?" you may be wondering. Socratic inquiry involves facilitated discussion between an instructor and student or group of students. The questions are open-ended to allow for critical and higher-level thinking and response. While the instructor and the curriculum serves as the framework that supports the learning environment, students are ultimately responsible for their own learning and for teaching each other by sharing their reflections and experience.
When you leave the NCO Academy, what you learned will be evident in changes of thought, feeling, and/or behavior. Additionally, the principles of Socratic inquiry and Adult Learning Theory allow you to integrate those changes most applicable to you and the people you lead.
Adult Learning Theory
These six principles, based on the work of Malcom Knowles, differentiate the adult learner from the elementary, secondary, and postsecondary students.
Need to know. Adult learners are more willing to learn when there is a perceived need to learn. Perceived needs are unique to each student but range from increased job performance, potential pay raise, and even increased self-worth.
Self-concept. Adults tend to be self-directed learners. As such they prefer to have a role in the planning of their learning activities.
Prior experience. This principle refers to the growing library of experiences adult learners accumulate over time. Adult learners use these experiences to define themselves and tap into them as a learning resource.
Readiness to learn. This is the notion that adult learners tend to seek learning opportunities when they are ready, rather than be compelled.
Problem-centered/Application-oriented. Adults learn better when there is relevance in the design and can apply learning objectives to real-world situations.
Intrinsic motivation. Adults typically shift their motivational source to more internally present drivers such as quality of life and self-esteem. This is a departure from extrinsic motivational factors found within pedagogical settings (e.g., good grades and awards).
While a student here, we ask you to take an active role in the learning process, share experiences, and provide feedback to one another and the faculty. We hope that you will find relevance in the lessons, discussions, and experiences you can transfer in an effective manner to your work center.