By: Alexander Kevin S.

Bulatao, RMT, MT(ASCPi)

 Adult learning, or andragogy, is the theory and practice of teaching adults. It differs
significantly from pedagogy, the method and practice of teaching children, because adults
bring unique experiences, motivations, and learning styles into the learning environment.

Malcolm Knowles, a prominent figure in adult education, popularized the

concept of andragogy. He believed that adults learn differently from children and
that effective teaching strategies must account for these differences.
Adult learners tend to be self-directed. Unlike children, who often rely
on teachers to guide them, adults take responsibility for their own
learning. They often seek learning opportunities to solve real-life
problems, enhance their careers, or pursue personal interests. This
self-motivation requires educators to foster autonomy, allowing
adults to make choices and take initiative in their learning process.
Adults bring a wealth of life experiences into the classroom, which
becomes a rich resource for learning. Their prior knowledge often
shapes how they perceive new information. Effective adult
educators tap into these experiences by using discussion, case
studies, and problem-solving activities that draw on learners'
backgrounds.
Adults are often goal-oriented. They approach learning with
specific objectives in mind, such as acquiring new job skills,
achieving personal growth, or obtaining a certification. Thus,
they prefer practical, relevant learning that can be
immediately applied in their personal or professional lives.
 Adult learners are motivated when they see the relevance of
the learning to their own lives. They need to understand why
a particular lesson, concept, or skill is important and how it
will benefit them. Teachers should explain the real-world
application of concepts and involve learners in activities that
mirror authentic tasks.
 While children are often motivated by external rewards
(grades, approval from adults), adults are typically driven by
internal motivation—the desire for self-improvement,
achievement, and personal satisfaction. This means adult
education should foster an environment where learners feel
empowered and rewarded by their own growth.
 Malcolm Knowles identified six assumptions about adult learners:

1. Need to Know: Adults need to understand why they need to learn something.
2. Self-Concept: As people mature, they become more independent and self-
directed.
3. Experience: Adults draw on their experiences to aid their learning.
4. Readiness to Learn: Adults are most ready to learn things that have immediate
relevance to their lives.
5. Orientation to Learning: Adults prefer problem-solving approaches rather than
content-driven ones.
6. Motivation to Learn: Adults are primarily driven by internal factors.
Kolb suggested that learning is a cyclical process and identified four stages:

1. Concrete Experience: Learners have an actual experience.

2. Reflective Observation: They reflect on the experience.
3. Abstract Conceptualization: Learners derive insights or theories from the
experience.
4. Active Experimentation: They apply what they’ve learned to new
situations.

This process shows that adults learn best through experience and reflection
rather than passive listening.
This theory focuses on how adults change through learning.
Mezirow proposed that adult learning is not just about
acquiring knowledge but also about questioning and
transforming one’s perspective. Adults experience a
“disorienting dilemma,” leading them to critically reflect on
their beliefs, assumptions, and viewpoints, often resulting
in personal growth.
 This theory emphasizes the importance of autonomy,
competence, and relatedness in adult learning. Adults feel
motivated when they have control over their learning, feel
competent in their abilities, and form connections with
others in the learning environment.
 Adults benefit from a learning environment that
emphasizes collaboration over authority. Facilitate
group discussions, peer-to-peer learning, and
problem-solving activities. The instructor acts as a
facilitator rather than a lecturer, guiding discussions
and encouraging learners to share insights.
Problem-Based Learning involves presenting learners
with real-world problems that they need to solve. This
approach is particularly effective because it’s practical
and directly relates to the adult learner's world. By
solving relevant challenges, learners engage with the
material in a deeper, more meaningful way.
 Since adults bring diverse experiences, use those
experiences to enrich the learning process. Incorporate
case studies, role-playing, and discussions that draw
on learners' backgrounds. Encourage learners to share
their own stories and expertise to build a collective
knowledge base.
 Adult learners need to see the immediate application
of what they’re learning. Teachers should design
lessons that allow adults to use the new knowledge or
skills right away. This could be through practical
assignments, simulations, or workplace-related
projects.
 Encourage learners to take charge of their
education by giving them choices in topics,
materials, and methods of learning. Guided
autonomy helps keep adult learners motivated
and allows them to focus on areas most relevant
to their needs.
 Many adult learners balance multiple responsibilities
such as work, family, and school. Online learning
platforms, hybrid courses, and flexible schedules allow
adults to learn at their own pace, whenever it’s
convenient for them. Incorporating technology into the
learning process also enables a more personalized
learning experience.
 Adult learners often juggle multiple roles, which
can limit their time and energy for learning.
Educators need to be flexible and offer options like
asynchronous learning or blended learning models.
Adults may have ingrained ways of thinking and
behaving. Teaching strategies should focus on
helping learners overcome resistance by fostering
an open, supportive environment where they feel
safe to explore new ideas.
 Since adults bring different backgrounds and
experiences, they also have diverse learning
preferences (visual, auditory, kinesthetic, etc.).
Teachers should provide varied teaching methods
to accommodate different learning styles and
preferences.
Adult learning is a dynamic process shaped by experience, motivation,
and the desire for practical application. By understanding the
characteristics, needs, and challenges of adult learners, educators can
create effective learning environments that empower adults to grow,
develop, and succeed.
Andragogy emphasizes the learner’s autonomy, experience, and goal
orientation, and the best teaching practices integrate these aspects into
collaborative, relevant, and reflective learning experiences.
 Malcolm Knowles’ Andragogical Model is perhaps the most widely
recognized framework for adult learning. It is built around six core
principles that distinguish adult learning from traditional child-focused
pedagogy.
Andragogy in Practice
- Problem-solving approach: Learning is designed around solving real-world
problems rather than simply covering theoretical content.
- Collaborative environment: The teacher acts more as a facilitator, allowing for
shared experiences, group discussions, and co-construction of knowledge.
- Flexible learning pathways: Adults are encouraged to tailor learning based on
their needs, interests, and time availability.
David Kolb’s Experiential Learning Theory (ELT) emphasizes that learning
is a process grounded in experience and reflection.

How It Works:
- Kolb’s model asserts that learning is continuous, where each phase leads
into the next. Learners gain a deeper understanding of concepts as they
move through each cycle of learning.
- The model also identifies four learning styles based on the learner's
preference for each stage (e.g., Divergers prefer Concrete Experience and
Reflective Observation, while Convergers prefer Abstract
Conceptualization and Active Experimentation).
 Four Stages of the Experiential Learning Cycle:

1. Concrete Experience (CE): The learner actively experiences an event or

activity.
2. Reflective Observation (RO): After the experience, the learner reflects
on what happened, noticing inconsistencies between their understanding
and the actual outcome.
3. Abstract Conceptualization (AC): The learner forms new ideas or
modifies existing concepts based on reflections.
4. Active Experimentation (AE): The learner applies new ideas and tests
them in real-world settings.
Jack Mezirow’s Transformative Learning Theory focuses on how adults undergo
deep, meaningful change in their perspectives and worldviews. This model
suggests that adult learners critically examine their assumptions, beliefs, and
values, leading to profound shifts in understanding.

Mezirow’s Model in Practice:

- Use critical thinking activities such as debates, discussions, and reflective
writing exercises to promote critical reflection.
- Encourage learners to reflect on significant life events and how these have
shaped their beliefs.
- Create opportunities for learners to engage in meaningful dialogue with peers,
facilitating perspective change through interaction.
 Key Phases of Transformative Learning:

1. Disorienting Dilemma: A crisis or significant event triggers the need for

reflection. This could be a personal, professional, or social challenge that
causes the learner to question their current views.

2. Critical Reflection: The learner critically examines their own beliefs and
assumptions in light of the dilemma. They begin to recognize any biases or
limitations in their thinking.
 Key Phases of Transformative Learning:

3. Rational Discourse: The learner engages in dialogue with others, testing

new ideas and gaining diverse perspectives. Through discourse, learners
refine their understanding and identify new ways of thinking.

4. Perspective Transformation: The learner experiences a transformation in

their worldview or frame of reference. They adopt new ways of thinking and
behaving based on the insights gained from the learning process.
 Self-Directed Learning (SDL) refers to the process by which individuals take
initiative and responsibility for their own learning. It was initially described by
Tough (1971) but was further explored by Knowles in relation to andragogy.

SDL in Practice:
- Provide guidance and support at the outset of learning to help learners plan
their pathways and set meaningful goals.
- Encourage independent research, self-paced learning, and personal projects
where learners determine the direction of their study.
- Use learning contracts or agreements that formalize learning objectives and
expectations, fostering a sense of ownership.
 Key Components of SDL:

1. Learner Autonomy: The learner has control over what they learn, how they
learn, and when they learn. The educator’s role is to facilitate, guide, and support
the learning process rather than directing it.
2. Goal Setting: Learners set their own learning goals based on their interests,
needs, or professional requirements.
3. Resource Identification: Learners independently seek out learning materials,
resources, and activities to meet their goals.
4. Self-Monitoring: Learners regularly assess their progress, reflect on their
achievements, and make adjustments to their learning strategies.
The ARCS Model developed by John Keller focuses on motivating adult learners by
addressing four key factors:

1. Attention: Capture and sustain the learner’s interest. Use varied teaching
methods, real-world examples, and stimulating discussions.
2. Relevance: Ensure that the material is relevant to the learner’s needs,
experiences, and goals. Show the direct applicability of the content to their life or
career.
3. Confidence: Build the learner’s confidence by providing clear expectations,
achievable challenges, and opportunities for success.
4. Satisfaction: Reinforce learning through recognition, rewards, and
opportunities for the learner to apply their new skills.
 ARCS in Practice:

- Use multimedia and interactive strategies to maintain attention.

- Link lessons directly to learners’ personal or professional
challenges to build relevance.
- Provide immediate feedback and opportunities for practice to
boost confidence and satisfaction.
There isn’t a single “one-size-fits-all” model for adult learning. Instead,
adult educators should draw from these models—Andragogy,
Experiential Learning, Transformative Learning, Self-Directed
Learning, and the ARCS Model—to design effective learning
environments. Each model emphasizes different aspects, such as self-
direction, experience, transformation, or motivation, offering a rich
toolkit for understanding and facilitating adult education.

By blending these models, teachers can create personalized and

dynamic learning experiences that resonate with adult learners' needs,
goals, and life contexts.
 The propositions of learning in adults represent key
assumptions or statements that encapsulate how adult
learning differs from other forms of learning. These
propositions are often drawn from research in adult
education, psychology, and human development. They
reflect fundamental principles that shape adult education
practices.
Adults have a strong desire to be in control of their learning
processes. They prefer to take initiative and have a say in
the content, pace, and methods of their learning. Unlike
children, who are often dependent on the teacher for
guidance, adult learners want to be involved in decision-
making and take responsibility for their learning outcomes.
 - Encourage self-directed learning through activities that
allow for learner choice and independent exploration.
- Create learning experiences where adults can set their
own goals, manage their own learning process, and assess
their own progress.
- Use facilitation rather than directive teaching approaches,
allowing learners to guide discussions or choose
assignments that align with their interests.
 Adult learners have accumulated a broad range of life
experiences that shape their perspective and learning
process. These experiences serve as valuable resources in
the classroom and are often the foundation upon which
new learning is built. Adult learners can relate new
concepts to past experiences, which helps them grasp and
retain information.
 - Use experiential learning activities, such as case studies,
simulations, and role-playing, that draw on the learners'
personal and professional experiences.
- Create opportunities for learners to share their
experiences through group discussions, peer teaching, or
storytelling.
- Acknowledge the value of these experiences, and integrate
them into the learning process to validate the adult
learner’s background.
 Adults are usually driven by specific goals or outcomes in
their learning endeavors. Whether the motivation is career
advancement, personal development, or the need to solve
real-life problems, adults engage in learning with a clear
purpose. They want to know how learning will help them
achieve their objectives, and they prefer learning activities
that are aligned with their goals.
- Link learning activities directly to real-world applications
that matter to the learner’s personal or professional life.
- Provide problem-solving opportunities and scenarios that
help learners apply what they have learned to practical
situations.
- Clarify the relevance of the content by explaining how it
connects to their goals or can be used in their current roles.
 Adults need to see the relevance of what they are
learning. They prefer content that is immediately
applicable to their current job, personal situation, or
life context. If adult learners do not see the practical
value of the content, they may disengage.
- Highlight the immediate application of lessons. Show how
the material can be used to solve problems, enhance
performance, or improve outcomes in the learner’s life.
- Ensure that learning activities are contextual and related to
the real-world challenges that the learners face.
- Focus on practicality over theory. Use examples, case
studies, and exercises that directly relate to their work or
personal challenges.
 Adults prefer learning that focuses on solving problems
rather than simply acquiring knowledge for its own sake.
They are more interested in how learning will help them
resolve issues or perform tasks more effectively, rather than
just gaining theoretical understanding.
 - Design activities where learners are presented with real-
worlproblem-based learning (PBL) d problems to solve.
- Provide opportunities for learners to apply what they learn
through projects, case studies, or simulations that reflect
actual challenges in their field.
- Focus on outcomes and solutions, ensuring that each
learning module addresses specific problems or tasks
relevant to the learner’s goals.
While external factors such as promotions, salary increases,
or certification can motivate adult learners, they are often
primarily driven by internal motivation. Factors such as
personal growth, a sense of accomplishment, or the desire
for self-improvement are powerful motivators for adults.
Internal motivations lead adults to seek out learning
opportunities that align with their personal values,
interests, and needs.
 - Foster an environment where learners feel empowered to
pursue their learning goals and make meaningful choices in
their learning journey.
- Recognize and support the intrinsic motivations of
learners, such as self-fulfillment, personal development, and
the desire to master a skill.
- Encourage self-reflection, where learners assess their
progress and the personal significance of what they’ve
learned.
 Adults are more likely to engage in learning when they
perceive that it will help them meet current demands or
challenges. They are often driven by life changes, such as
career transitions, family responsibilities, or personal
milestones, that create a need for new knowledge or skills.
Adult learners must see learning as timely and necessary to
be fully engaged.
 - Identify and address the immediate needs of learners by
aligning learning with the challenges they face in their
personal or professional lives.
- Provide learning that is timely and relevant, ensuring that
it can be applied to current problems or anticipated future
changes.
- Use flexible learning schedules and formats (e.g., online
courses, modular content) to accommodate learners’
readiness to engage based on their life circumstances.
 Adult learners often face barriers that can hinder their
learning. These may include time constraints, family
obligations, work demands, fear of failure, or outdated skills.
Adults may also experience anxiety about returning to
learning environments after many years away from formal
education.
- Provide flexible learning options (such as evening classes,
online courses, or self-paced learning) to accommodate the
busy schedules of adult learners.
- Offer support structures such as mentoring, coaching, or
peer networks to help learners overcome barriers like lack of
confidence or fear of failure.
- Create a safe and supportive learning environment, where
learners feel comfortable taking risks and making mistakes
without fear of judgment.
Because many adult learners juggle work, family, and other
responsibilities, they appreciate learning experiences that
offer flexibility in terms of time, location, and delivery
method. Traditional classroom-based learning may not be
ideal for many adult learners.
 - Use blended learning models (combining in-person and
online formats) to offer learners the flexibility they need.
- Provide asynchronous learning opportunities, where
learners can access materials and complete assignments at
their own pace.
- Integrate technology into learning, allowing for mobile
learning, online discussion forums, and interactive digital
resources.
 The propositions of adult learning emphasize the unique
characteristics of adult learners and the specific strategies
educators should adopt to engage them effectively. These
propositions are rooted in adults' need for autonomy, goal-
orientation, practical relevance, and their capacity to draw
on life experiences. By considering these propositions,
educators can create learning environments that are not
only engaging but also highly relevant to adult learners'
lives, ensuring that learning is meaningful, applicable, and
empowering.