Facilitating Adult Learning

Dr. Radhika Kapur

Introduction

The facilitation of adult learning means assisting the adults to make sense of and
act upon the personal, social, occupational and political environment in which they live.
It is an important, exhilarating and profound activity both for the facilitators and for the
learners. The nature and form of learning is affected by number of factors such as
personalities of the individuals involved, the contextual setting for the educational
transaction and the prevailing political climate. Those individuals who are involved in
this process are aware that facilitating learning is not considered to be a fulfilling and an
abundant experience in self-realization. Facilitating learning is regarded to be an
effortless and smooth voyage along a storm-free river of increasing self-actualization that
excludes elements of conflict, anxiety, self-doubt and challenge (Brookfield, 1986).
Adult learning takes place in a number of settings such as colleges, universities,
vocational training, business and industry, professional education, community action,
literacy education, or informal learning networks. Mainly learning is a transaction that
takes place between the learners and the educators. The purpose of this transaction is to
make the learners understand the nature, direction and purpose of subsequent knowledge
and wisdom that they are acquiring (Brookfield, 1986).
Learning has been understood as a relatively permanent modification in ones
behavior or knowledge. Adults learn under the influence of educators and facilitators in
order to bring about change and development in ones personality, attitude and approach
towards the community and oneself. In order to bring about effective adult learning, it is
vital for the educator or for the facilitator to understand what adult learning actually is
and what are the means and strategies to influence effectiveness in adult learning. Adult
learning has to be facilitated in such a manner so as to meet the learning predilections of
every adult learner involved. Adults, when they are engaged in learning do bring about
vast collection of experiences and occurrences within the setting that helps in the
facilitation of learning (Rural Health, 2009). The purpose of this paper is to explore the
different strategies and methods through which the adult learning takes place.

Principles of Adult Learning

In this concept, its one thing to teach on the part of the educator and it’s another
thing to learn on the part of the student, but these two things do not always go hand in
hand. The role of the facilitator is to facilitate learning and to make sure that the learners
understand and learn whatever is being taught to them. Incorporation of the five basic
principles in the program design can make certain that the learners really learn the
concepts that are being taught to them (Vandenberg, n.d.).
1. Personal Benefit – Adult learners must recognize the personal benefit that
they are going to achieve behind their learning. Adults are motivated to learn
if the learning solves their problems, provides an opportunity or increased
status and enhances their personal growth and professionalism.
2. Experience – Adult learners come to obtain learning with diverse backgrounds
of knowledge and experience. They feel motivated and encouraged within the
classroom setting if the learning involves them in sharing their experiences,
constructs their knowledge and authenticates their proficiency and capability.
3. Self Direction – Adult learners are self directed and have some control upon
what they are learning. Their learning can be facilitated when they take charge
of their learning and make decisions about the curriculum and the procedures;
adults feel they can learn effectively when they are allowed to make some
contribution in the learning of their fellow students and have some degree of
freedom in the learning procedure.
4. Application and Action – Adult learners can learn most effectively by
applying and doing what they have learnt. They are eventful, realistic and
learn by performing. Their effective participation and contribution in the
learning process can help them to learn successfully. Within the session, the
adult learners must be provided with this opportunity to practice new skills
and test new knowledge about what they have learned.
 5. Learning Styles – Adult learners approach learning in a variety of ways, some
learn by listening, some by applying it practically, some learn best by group
interactions and so forth. On using their own efficient method of learning, it
utilizes into a mixture of learning styles that fit their predilections and inspire
their manifold astuteness. There are diverse teaching and instructing
techniques that are available such as lectures, case studies, group discussions
etc (Vandenberg, n.d.).
Techniques for Facilitating Learning
Under this concept, the powerful methods and procedures have been explained to
help the learners retain and understand whatever has been taught to them. There have
been five processes which have been described as follows: (Vandenberg, n.d.).
1. Reflect – Learning is enhanced, when the learners are provided this chance of
how to reflect, review, relate to the content and applying it in their perspectives.
The learners should be given this option that they share what they have learned
but it should not be a compulsion for them.
2. Summarize – The learners should write the summary of all the points that they
have learned so that they retain it in their mindsets and writing the summary will
also help them in understanding and remembering the material.
3. Share Knowledge – In most cases, the adult learners do have some knowledge or
experiences which they bring and do feel interested in sharing in order to make
learning more fruitful. The participants should always be encouraged by the
educators and by the fellow students to build upon what they have, provide them
some control over the material and to certify their capability.
4. Teach – Learning can best take place when the learners themselves get engaged
into some kind of teaching activity. Pair share is one way when the participants
have a partner and tell him what they have learned and how they will make use of
it. Triad teaching, this is when in a group of three, each participant either verbally
or with symbols, icons or drawings teach the others what they have learned.
Showtime is another way when a group prepares a presentation on the topic that
they have learned.
5. Receive Feedback – Tests, examinations and assignments are essential to be
conducted in order to communicate to the learners where they stand and how they
perform. Adults normally get pleasure from getting feedback on what they have
learned. Ways of performance evaluation on what they have learned stimulates
and empowers them to manage their learning (Vandenberg, n.d.).
The Eight Learning Principles
Multi-sense learning – In the education of adults, a variety of techniques are used
in order to facilitate learning. The techniques are classified into visual, auditory
and kinesthetic with the aim to have effective learning. Lectures, case studies,
group discussions, computers, slide presentations and so on are the procedures
used in adult learning.
Active learning – This is also referred to learning by doing. When the participants
are engaged in learning actively there is more understanding and application for
example, problem solving, logical reasoning etc.
Primacy and recency – Adult learners tend to remember the first and the last parts
of any session. An introduction and the summary are vitally imperative for
learning.
Feedback – Participants need feedback for their performance; on the other hand,
facilitators need feedback on whether they are meeting the learner’s requirements
and how the session is progressing. Feedback helps in identifying the flaws and
imperfections and assists in making improvements.
Reward – Rewards and returns are considered to be very encouraging and
motivating. Learning and education of adults should provide some kind of results
in order to accumulate satisfaction and contentment within their mindsets. This
contributes in the righteous cycle for learning.
Practice and Repetition – Practices, revisions and reiteration of concepts should
go on within the learning cycle from time to time. An adult’s memory requires
repetition of material.
Meaningful Material – The content and material which is been instructed to the
adult learners must be meaningful, relevant and prove to be advantageous to them.
 Adults should feel that they are investing their sources in learning for beneficial
purposes and will be able to utilize it in practical ways.
Holistic Learning – The learners should be provided with a major picture context
and explicit features provide a logical framework for thinking (Rural Health,
2009).
The Learning Environment
There are a number of elements that create an impact upon the effective learning
of the adult learners. The environmental conditions in which the learning takes place are
extremely significant. Underprivileged conditions within the environment disheartens the
learners and reduces their brain functioning. As facilitators of adult learning, it is
imperative to integrate the following five elements within the learning environment
(Rural Health, 2009).
The Social Environment - It is vital for the human beings to be social and just
remaining confined to themselves could prove to be disadvantageous. Socializing with
others within the classroom can enhance the learning of the adults.
The Physical Environment – The physical environmental conditions of the
learners do affect their learning needs such as the room temperature, noise, light,
ventilation, equipment, room size, layout and appearance.
The Emotional Environment – Within the learning environment, it is important to
maintain and recognize the self-respect of oneself and the others. Politeness, effective
communication and being amiable are the factors that can help in maintaining cordial
terms with the fellow students and the facilitators.
The Cognitive Environment – Adult learners need to develop this viewpoint that
what they are learning will be beneficial to them in their future; it will help them in
decision making, problem solving, dispute settlement and in handling other predicaments
which they would face in life.
The Holistic Environment – This environment assists in the recognition of the
needs and preferences of the adult learners. It detects how the individuals are different
from each other with respect to personality, language and culture and how relevant
examples and cases should be provided to facilitate their learning (Rural Health, 2009).
 The 4-MAT System
The 4-MAT system (1996) is a cyclic model explaining the ways the adults learn
and their thinking styles. This model provides the description of four thinking
preferences.
Imaginative Thinkers- They function by illustrative values, they act concretely
and replicate upon their experiences. They tend to ask the question why? These learners
like discussions and generating individual connotation from the material.
Analytic Thinkers – These thinkers tend to lay emphasis upon the question
“what”. These learners generate their interest and enthusiasm in learning when the
teaching is edifying, experts are appointed to provide them knowledge, training and to
conceptualize the presentation of information.
Common Sense Thinkers – They function by gathering factual data from
kinesthetic experience. The processing of information takes place in a conceptual manner
via vigorous experimentation. The question asked in this case is “how”. The learners in
this case give preference to coaching, where they can investigate practical examples and
problem solving.
Dynamic Thinkers – They test and operate experiences in a real manner.
Prominence is laid upon “what if”. The learners in this case try to find out things
themselves, in other words, they like to get involved in discovery learning. Individuals
attempt to look for opportunities and require more openings to modernize their
knowledge and skills using individual resourcefulness (Rural Health, 2009).
Conclusion
In order to make adult learning a success it is vital to look into several relevant
factors regarding the adult learners. The methodology and the teaching techniques used
should be in accordance with the needs and requirements of the learners. The content and
the material that they are learning should prove to be beneficial to them in the near future
as well as in the long run. Adult learners possess this viewpoint that appreciation,
motivation and rewards would highly encourage them and stimulate their enthusiasm for
learning. The environment in which the learners are taught must be amiable, valuable,
advantageous and encouraging. Finally, under the 4-MAT system, it has been stated that
adults possess different thinking styles; as the way the individual establishes his thinking
also assists in enhancing their knowledge and learning abilities.

Bibliography
Brookfield, S.D. (1986). Understanding and Facilitating Adult Learning.
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Rural Health Education Foundation. (2009). A Guide to Facilitating Adult

Learning. Retrieved October 16, 2013 from http://www.rhef.com.au/wp-
content/uploads/a_guide_to_facilitating_adult_learning.pdf

Vandenberg, L. (n.d.). Facilitating Adult Learning. How to Teach so People

Learn. Retrieved October 15, 2013 from
http://od.msue.msu.edu/uploads/files/PD/Facilitating_Adult_Learning.pdf