Introduction to Adult

Learning

- Kedar Rayamajhi
What is Learning?

Learning is the process of acquiring,

assimilating, and internalizing cognitive,
motor or behavioral inputs for their
effective and varied use when required, and
leading to enhanced capability of further
self-monitored learning.
Leaning is increasing ones capacity to take
effective action.
What is Learning?
Learning is a process of change in:

Knowledge about something

Ability to perform some act
Beliefs, attitudes, feelings towards self &
others.
Generally, learning means;

Gaining new knowledge and skills through:

Deliberate or non-deliberate study,
observation and doing

Specifically, learning means:

Changing attitude and behavior;
Bringing about relatively permanent change;
and
Any change in behavior that takes place as a
result of experience, education and training
Traditional Versus Experiential Learning
Element Traditional Experiential
learning Learning
Learning Unit The individual The group and the
individual
Learning emphasis Content Content and process

Nature of learner Cognitive Cognitive and

involvement (Intellectual) affective (self-
knowledge)
Role of facilitator Teacher, Director Facilitator,Resource
Presenter,Evaluator person and learner

Role of participants Listening,memorizin Involvement,

g,passive and participation,interact
passing exams ive and dynamic
Climate for learning Formal, inhibiting, Informal, relaxed,
status conscious encouraging,
participative

A major concern of To come up with To find ways to

facilitator better questions to motivate and
ask the class stimulate group
members to think of
deeper questions
and better
approaches to
finding answers

Responsibility for Teacher or presenter Participants or

learning outcome trainees

Possibility of Typically low or Moderate to high

transfer of learning uncertain degree for most of
to job the learner
The Way Characteristics Children Adults
People Learn
Children Readiness to Determined by Determined by
versus Adults learn biological present roles
development , and problems,
Postpone Developed role
Introduction
to Adult Application of In the future Immediate
Learning learning

Control of Dependant, Independent,

learning directed by self-directed
others
The Way Characteristics Children Adults
People Learn
Children versus Relevance of Quickly learn Resistant to
Adults learning isolated facts learning non-
and concepts relevant
material

Barriers to Few competing Often

Introduction learning responsibilities, competing
to Adult used to formal responsibilities
Learning learning for time and
energy,
anxieties about
learning
Adult Learning Characteristics
Guided by traditional values
Feel happy when appreciated
Patience
Egoistic
Affected by mental turbulences
More rigid to new information and
techniques
Seek respect and show discipline
Conscious about their personality
Adult Learning
Characteristics Malcolm Knowles identified key adult
learning characteristics. Adults:
Are autonomous and self-directed
Have accumulated life experience and
knowledge
Are goal-oriented
Are relevancy-oriented
Are practical
Require respect

Knowles, M. et al. The adult learner. The definitive classic in adult education and human
resource development (5th Edition) Boston, USA. Gulf Publishing Company. 1998
Conditions under which adults learn:

The adults learn best when:

They want to learn (when they are
motivated to learn
They are treated like adults
They do something
They get regular feedback on how
they are doing
 Continued

Learning contents are useful or job

related
They are respected or trusted

Learning is related to what they

already know
There is frequent reinforcement of
previous learning.
Influences on
Adults possess & bring personal backgrounds
Adult Learners to training including:

Family & social Culture

background

Religion Status

Introduction Beliefs Values

to Adult
Learning
Life Experiences Sexuality

Opinions Attitudes

Knowledge Expectations
 How can
Trainers be There are four elements which
Effective influence trainees to learn:
Teachers?

Motivation
Introduction
to Adult Reinforcement
Learning
Retention
Transference

National Cancer Institute (USA). Adult Learning Principles.

http://www.cancer.gov/clinicaltrials/resources/trainers-guide-cancer-
education/page 2
1. Motivation
Motivation can be helped through:
Establishing a friendly and
supportive environment
Personal advancement
External expectation
Correct level of course difficulty
Feedback
Cognitive interest
2.Reinforce-
ment/Feedback

Positive reinforcement increases the

probability of learning
Provide negative feedback in a
constructive way
Try not to provide negative feedback
in front of the whole group
3. Retention Trainees retain information
through:
20% of what they hear
30% of what they see
50% of what they see and hear
Introduction 70% of what they see, hear and
to Adult say
Learning
90% of what they see, hear, say
and do

National Cancer Institute (USA). Adult Learning Principles.

http://www.cancer.gov/clinicaltrials/resources/trainers-guide-cancer-
education/page2
The combination of all four increases retention
levels.
Some teaching tools are:
Hear: telling a relevant story or experience,
lecturing
See: videos, charts, slides, performing
demonstrations
Say: open discussion session, question and
answer, feedback
Do: case studies, games, role plays
4. Transference
Transference is when a trainee
Introduction
to Adult has the ability to apply or practice
Learning what they have been taught in a
new setting

Successful transference when

new skills or knowledge are
performed correctly
Introduction
to Adult
Learning
Principles of Adult Learning

Kroehnert G. Basic training for trainers: A handbook for new

trainers.
(2nd Edition). Sydney:, Australia. McGraw-Hill Book
Company. 1995
Adult Learning Cycle
Concrete Experience,
Experiencing
(Events, Activity)

Active
Experimentation, Reflective Observation,
Applying Processing
(More Effective (Discussing Patterns &
Behavior) Dynamics)

Abstract
Conceptualization,
Generalizing
(Inferring Principles)
Introduction Principle
to Adult
FIRST (PRIMACY)
Learning
Meaning
Things learned first are learned best. It is difficult
to unlearn wrong information or skills

Practical use
Preview key points at beginning. First impressions
are important. Ensure accuracy first time
Introduction Principle
to Adult
LAST (RECENCY)
Learning
Meaning
What is learned last and what is fresh in
memory is what is remembered best

Practical use
Close with a recap of key points. Provide
regular review. Have short sessions (about 20
minutes) or recap often
Introduction Principle
to Adult
ACTIVE LEARNING
Learning
Meaning
People learn best if they are actively involved
in the process

Practical use
Plan activities
If possible give hands on experience
Introduction Principle
to Adult
OVER-LEARNING
Learning

Meaning
Practice beyond the point of mastery. This
leads to greater retention of learning & ability
to apply what is learnt

Practical use
Use examples, exercises, discussions, role-
plays, etc. to reinforce what has been learnt.
Let participants perform exercises themselves
Introduction Principle
to Adult ENJOYMENT
Learning
Meaning
People learn best when their brain is in an
alert but relaxed state

Practical use
Use humour and games appropriately
 Principle
Introduction
to Adult APPROPRIATENESS
Learning
Meaning
Training must be relevant to trainees needs &
be linked to information which is known or
situations which are familiar

Practical use
Use familiar examples. Link to what is already
known. Explain how information can be
applied
 Principle
Introduction
to Adult TWO-WAY COMMUNICATION
Learning
Meaning
Communication with trainees, not at them

Practical use
Design some interactions into the
presentation, even if it is not a discussion
Adult Learning Guidelines
1. Need to know why they should learn-
relevance, utility.
2. Need and Capacity to be self-directing,
taking responsibility.
3. Opportunities for applying learning and
its immediacy.
4. Learn by both extrinsic and intrinsic
motivators.
5. Do not devalue/ignore their experience.
Use it as a resource for learning.
Contd.

6. Active involvement in learning-

experience based, Do not like didactic
learning.
7. Orientation to learning Problem
centered and not subject centered.
8. Non-threatening, supportive and warm
climate.
9. Success experience or positive feedback
or reinforcement
Adult Learning and Training

All of us are responsible for helping adults

to make them learn

If it is so,then, we need to state our beliefs

in the learning process that anybody can
learn. And if this is our beliefs, adults will
learn then our responsibility is you are not
there to teach but to help people learn.
You are not there to teach but
to help people learn.