Principles of Adult Learning

Adult Learning theory is a set of assumptions about how adults – typically defined as people outside of primary and secondary school – approach the learning process. As with any assumption, of course, not every person fits the same mold.


Adult learning theory assumes:

• Autonomy and self-direction – adults tend to approach learning with a sense of themselves as responsible “grown-ups”, and need to be involved in the learning process
• Existing experience and knowledge – adults contribute to the learning process by sharing their prior experiences and skills; learning is most effective when it is related to, and builds on, their experiences
• Readiness and motivation – adults tend to link acquiring new skills with greater self-esteem and personal satisfaction, and are motivated and willing to invest energy in learning, when those intrinsic needs are met
• Relevance, value, and practicability – adults are most responsive to learning that is linked to things that are important to their daily life; that will help them perform tasks or solve problems better; and that can be applied right away. Adult learners are less interested in the theory than in the application.

I can't help, however, contrasting some of these assumptions with anecdotal evidence that I've gathered in the course of presenting training.

• "Intrinsic" rewards for training don't really compete with the million other demands on learners' time.
• We have a lot of socialized expectations of the learning process - what it is, what their responsibilities are, what the trainer's responsibilities are
• There are so many other factors at play - generational differences, learning styles, etc., etc., etc. - that who knows what is the biggest influence?

What say you?

Read more about it:

• WikiBooks: Learning Theories / Adult Learning Theories – http://en.wikibooks.org/wiki/Learning_Theories/Adult_Learning_Theories
• Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. The Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Amsterdam: Elsevier.
• Stolovitch, H. D., & Keeps, E. J. (2002). Telling ain't training. Alexandria, VA: ASTD.

ELW@PLS2008: Day 4 - What's your style?

Day 4: What’s your style?

There isn’t a lot of conclusive evidence on learning styles, and certainly they are only one small part of the entire learning process. But they can still be an interesting way to think about how learners approach new material, and how trainers present it.


Included in today's materials, is a quick guide to the three most common learning styles, and a quick Learning Style Inventory.

• What style are you?
• Do you have equal preference for two (or more!) styles?
• How do you think your style matches with the common learning opportunities you attend?