Principles of Adult Learning 

By Dr Rakesh Kumar

Framework:

1. Introduction

2. History

3. Andragogy

4. Andragogy vs Pedagogy

5. Theories of Adult Learning

6. Principles of Adult Learning

7. Techniques of Adult Learning

8. References

Introduction

• Increasing pace of change in society and advancing technology requires adult workers to have more training and education

• Most of educators are not aware of how to teach adults

• Adult learning has its own characteristics, methods, and approaches

• A teacher of adults requires some basic principles and concepts that can be used to facilitate adult learning with all different setting and audiences

History of Adult Learning:

1833- German grammar teacher Alexander Kapp

termed ‘Andragogy’ to describe Plato’s educational theory 1921 - German, Social Scientist, Eugen Rosenstock claimed that “adult

education required special teachers, special methods, and a special philosophy.”

1968 – • Malcolm Knowles - principle expert on andragogy • Used ‘Andragogy’ in an article in Adult Leadership.

1970- Term ‘Life-long learning’ was coined – to describe the phenomenon of adult learning.

1985-2000: Brookfield (1986), Mezirow (1991), Lawler (1991) and Merriam (1999) addressed the concept and discussed how it can be used to facilitate adult learning.

What is Andragogy?

Andragogy derived from the Greek word

“aner” meaning “man”

“agogus” meaning “leading”

Definition-

Art and science of helping adults learn.

Pedagogy is defined as the art and science of teaching children

Andragogy Vs Pedagogy

COMPARISON PEDAGOGY ANDRAGOGY

Self - concept Dependent personality Increasingly self-directed learning

Role of the learner To be built on more than used

Rich resource of experience

Readiness to learn Varies with level of maturation

Develops from life tasks and problems

Orientation to learning Subject-centered Task- or problem-centeredMotivation External rewards &

punishmentsInternal incentives, curiosity

Planning, diagnosis of needs, Setting goals &

evaluation

Primarily by teacher By participative decision-making

Learning activities Transmittal techniques, Assigned readings

Inquiry projects, independent study, experiential techniques

Theories of Adult Learning

1. Self-directed learning

2. Reflection practice

3. Experiential learning

4. Self efficacy

5. Constructivism

New Theories

Learning to learn

Cross Cultural Adult Learning

Practical Theorizing

Distance Learning

Self directed learning

• Learning tasks are largely within the learners' control • Adults are empowered to accept personal responsibility for their

own learning, personal autonomy, and individual choice

• Five step model of self directed learning:

1. diagnosing learning needs

2. formulating learning needs

3. identifying human material resources for learning

4. choosing and implementing appropriate learning strategies

5. evaluating learning outcomes

Reflective practice

• Described by Donald Schön • Unexpected events or surprises trigger two kinds of reflection

1. Immediate Reflection-

ability to learn and develop continually by creatively applying current and past experiences and reasoning to unfamiliar events while they are occurring

2. Late Reflection –

a process of thinking back and analyzing past situation with unexpected event

• Helps continually reshape approaches and develop wisdom• Vehicles for reflective practice: debriefing with peers or learners,

seeking feedback from learners on a regular basis, and keeping a journal

Experiential Learning

ConcreteExperience

Reflective Observation

Abstract Concept-ualisation

Active Experimenta-

tion

New Learning

Self efficacy

1. Adult’s action depend on their own judgment of their ability to deal with different situations

2. Actions include what they choose to do, how much effort they invest in activities, how long they persist in the face of adversity, and whether they approach the tasks anxiously or assuredly.

3. These judgments, called “self efficacy,” arise from four main information sources:

1. Performance attainments

2. observations of other people

3. Verbal persuasion

4. Physiological state

Constructivism

1. Teacher – a facilitator of learning

2. Learning based on prior knowledge

3. Active participation of students in their learning through problem solving and group interaction

4. Sufficient time must be provided for in depth examination of new experiences

Knowle’s principles of adult learning

Need to Know

Self-Concept

Role of Experience

Readiness to Learn

Orientation to Learning

Motivation to Learn

Pike's Laws of Adult Learning

Robert W. Pike (1989)- author of the book ‘Creative Training Techniques’

Law 1: Adults are babies with big bodies

Law 2: People do not argue with their own data

Law 3: Learning is directly proportional to the amount of fun you are

having

Law 4: Learning has not taken place until behavior has changed

Adult Learning Techniques

Case study Team-based learning Problem-solving

exercises Reflective discourse Simulations Role play Brainstorming Concept Map Problem Based learning Portfolio Learning

Icebreaker

Group Discussion

Think, Pair, Share

Polling the class

Plus/Delta

Compare & contrast

Find primary data,

original sources

Questioning techniques

Icebreaker

• A method of "introduction" to achieve a relaxed, friendly atmosphere

• It breaks down the formality of meetings

Group Discussion

•A method employed to explore all avenues of a particular subject

Advantages:

1. Everyone has the opportunity to participate in the discussion2. Everyone considers that he is contributing to the goal of progress3. Chairman in each group gains experience in leading a discussion4. Spokesman in each group gains experience in summarizing and

presentation the group's discussions

• A method, useful in large or small meetings, to stimulate the creative ability of the members

• It can break established patterns of thinking• Criticism are not allowed in between

Advantage:

• Achieve the maximum number of ideas for a problem in the shortest possible time

• It improves creative powers• It improves communication between people

Brainstorming

• A case study is a written description of a situation that contains a number of problems

• It provides participants with a basis for studying a situation, analyzing its important aspects, and reaching various conclusions

Advantages:• It improves ability to perceive the interrelations between the

factors mentioned• It help participants to distinguish relevant material from the

superfluous• Enable to see matters from the other's point of view as well

Case Study

• This method creates team building and provides an ideal learning and review experience.

Advantages:• Enables to understand the issue and convey it in a creative

and entertaining way

• A live presentation of a topic makes participants retain aspects in their minds for longer time

Team based learning

Think, Pair, Share

Pose a question or problem and ask students to discuss with another

person, often with a goal or criteria provided by the teacher

Polling the class

Ask a question and observe distribution of collective responses – show

of hands, number/color cards, electronic devices etc

Problem-solving exercises

Provide a problem that stimulates exploration in a specific context

Plus/Delta

List what is to be continued or what is understood (+) and what needs

to be changed or reviewed further (Δ)

Find primary data, original sources –

Ask student to read the original work rather than a summation or

distillation of it

Concept maps

• Graphic representation of ideas, actions and situations with words, often within geometric shapes with arrows between them

Questioning techniques

• What if …. – Change the situation and ask the students what if this or that were the case, how would that affect your understanding and thinking?

• Compare and contrast – ask students to describe two different situations that connect to some common link or idea

Reflective discourse

• The dialogue, exploration and discussion among group members during which understanding is shared, questioned and clarified.

Simulations

• Using artificial models and objects to practice and learn something

Role play

• Members of a group assume the role of another person in a particular defined situation or setting and act

Problem Based Learning

 

• A focused experiential learning

• It engages students as stakeholders

• It organizes curriculum around this holistic problem

• Teacher act as facilitator

Steps in PBL

Impact of PBL on Learners

1. Increases Motivation

2. Makes Learning Relevant to the Real World

3. PBL offers students an obvious answer to their questions

4. Promotes Higher Order Thinking- critical and creative thinking

5. Students gather information significant to the problem and assess its credibility and validity.

6. Encourages Learning How to Learn

Portfolio-based learning

• A portfolio is a collection of evidence that represents achievement and learning within a course or programme of study

• Portfolio-based learning tends to draw heavily on experiential learning theory

• It require:– Gathering and presentation of evidence– An element of critical reflection or commentary – It contains direct evidence of work and learning

From theory to practice

References

• Brookfield, Stephen (1995). Adult learning: an overview [Electronic version]. Retrieved May 16, 2009. http://www3.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_AdultLearning.cfm

• Fidishun, Dolores (n.d). Andragogy and technology: integrating adult learning theory as we teach with technology [Electronic version]. Retrieved May 16, 200. http://www.mtsu.edu/~itconf/proceed00/fidishun.htm.

• Knowles, Malcolm. (1973). The adult learner: a neglected species. 2nd

edition, Houston, TX: Gulf Publishing.• Lawler, Patricia A. 1991. The Keys to Adult Learning: Theory and

Practical Strategies. Philadelphia: Research for Better Schools.• Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson.

1998. The Adult Learner. Houston: Gulf Publishing.