Adult Learning Theories

There are many theories on why adults learn in a different way than children or young adults. If you have some time and want to learn more after reading this article, Google Andragogy, Accelerated Learning and Experimental Learning. You’ll get great insight into how adult learners learn. For now, here’s a brief overview on each to get you started.

Andragogy
Andragogy is a theory studied by Malcolm Knowles. The theory is based around the notion that adults do not learn in the same manner as children because they are more self-directed and they need to feel a sense of accountability for the decisions they make and the actions they take in a learning environment. Therefore, an adult learning program must be designed to allow for this.

The theory of andragogy says that adults will not learn a new concept well if they do not know why they are learning it in the first place. If they feel that they don’t need to know the information being taught, or if they feel like they are being forced into learning something that is of no interest to them, they will have trouble retaining the information.

In terms of organizational training, the theory of andragogy can be utilized by designing a program that incorporates task-oriented activities and role playing as opposed to having adults memorize countless facts or rules. Adults will benefit from working together in groups and trying to resolve a problem or situation rather than learning via studying and taking standardized tests.

Accelerated Learning
Accelerated Learning is a theory of adult learning studied by Colin Rose and Brian Tracy. The theory of accelerated learning says that in order to learn, a person has to involve his/her whole brain and body and that working with others to get something accomplished aids in the learning process. Also, a person learns from doing, not watching.

Studying the theory of accelerated learning started about 15 years ago when researchers began having the technology to study how the human brain works. The accelerated learning theory is based on what the research found.

It is known that when people use a learning method that is right for them, they’re able to learn new concepts more quickly and more efficiently. This theory studies and helps determine a specific person’s best learning method and then takes it one step farther by assisting that person in utilizing their brain power to its fullest potential.

Adults respond to the accelerated learning style because it allows them to obtain and retain new information that will help them advance their personal and professional lives. It also teaches the adult how to learn new things in a rapid manner.

This style of learning can benefit everyone from children to adults. Even in a professional environment, accelerated learning works because it promotes the idea of teaching people how to learn in a more efficient way.

Experimental Learning
Adult learners do best when they learn new things that are somehow related to their own lives and things in which they have some sort of vested interest. And, they do best when they can participate in a learning situation in some sort of interactive way. In other words, an adult learner does not absorb or benefit as well from a one-way lecture in which the learner sits in an audience and is lectured by the teacher for minutes or hours on end.

The experimental learning cycle has four stages, all of which hold the same level of importance. They are: experience, process, generalization, and application.

Experience: Experience can include studying anything from something that actually occurred to something that is fictional and role played. It can be a real-life situation that is simulated for learning purposes or it can be any sort of activity designed for the purpose of learning.

Process: In this stage, the participants evaluate what happened during the prior phase and they openly talk about how the phase progressed from beginning to end. They talk about what went right and what went wrong and how the situation could have produced a better outcome.
Generalization: During this phase, the group decides what they learned from the experience and process phases and they try to determine what can be learned from how the situation progressed and its end result.

Application: After wading through the previous three phases, the group comes to a conclusion as to how they would approach a similar situation if it were actually occurring in real life. The learners determine the best ways to deal with potential problems and how to effectively deal with other participants in the situation.

Adults have a great ability to learn and can do so in a productive way if they focus on a learning method appropriate for them. Adults do well in learning environments which foster multimedia elements, a hands-on approach, group discussions, and the ability to use brain power to its fullest potential.