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Principles of Adult Learning Rev

Principles of Adult Learning Review

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Edem Boni
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29 views22 pages

Principles of Adult Learning Rev

Principles of Adult Learning Review

Uploaded by

Edem Boni
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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At the end of this short presentation,

participants shall:
• Know and understand the principles of
adult learning

• Become more effective teachers and/or


facilitators
• Introduction: Malcolm Knowles’ Andragogy
• The Andragogical Model – Adults as
Learners
• Motivating the adult learner
• Barriers and motivation
• Learning tips for effective instructors
Malcolm Knowles

Most adult learning theories have been based on the work of Malcolm Knowles,
who theorized that adult learners have distinct and unique characteristics.

Andragogy – a term introduced by Malcolm Knowles, which describes the


science of helping adults learn.

Andragogical – learner centered method.


Pedagogical – teacher centered method.
ADULTS ARE AUTONOMOUS AND SELF-DIRECTED
ADULTS ARE GOAL – ORIENTED.
ADULTS ARE RELEVANCY-ORIENTED.
ADULTS HAVE ACCUMULATED A FOUNDATION OF LIFE
EXPERIENCES AND KNOWLEDGE THAT MAY INCLUDE WORK-
RELATED ACTIVITIES, FAMILY RESPONSIBILITIES AND PREVIOUS
EDUCATION.
ADULTS ARE PRACTICAL.
ADULTS NEED TO BE SHOWN RESPECT
Motivation is another aspect of adult learning. At least six
factors serve as sources of motivation for adult learning:
• Social relationships: to make new friends, to meet a need for associations and
friendships.

• External expectations: to comply with instructions from someone else; to fulfill the
expectations or recommendations of someone with formal authority.

• Social welfare: to improve ability to serve mankind, prepare for service to the community,
and improve ability to participate in community work.

• Personal advancement: to achieve higher status in a job, secure professional


advancement, and stay abreast of competitors.

• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work,


and provide a contrast to other exacting details of life.

• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake,
and to satisfy an inquiring mind.
Unlike children and teenagers, adults have many responsibilities that they must
balance against the demands of learning. Because of these responsibilities,
adults have barriers against participating in learning.
• Lack of time

• Lack of money

• Lack of confidence or interest

• Lack of information about


opportunities to learn

• Scheduling problems

• Red tape

• Problems with childcare and


transportation
What motivates adult learners?
Typical motivations include:

• Requirement for competence or


licensing

• An expected (or realized) promotion

• A need to maintain old skills and


learn new ones

• A need to adapt to job changes

• A need to adapt to new systems

• The need to learn in order to comply


with company directives
There are four critical elements of learning that must be addressed to
ensure that participants learn. These elements are:
• Motivation - Instructors can motivate
students via several means:

– Set a feeling or tone for the lesson

– Set an appropriate level of


concern

– Set an appropriate level of


difficulty
• Reinforcement – instructors can
also motivate adult learners through
reinforcement.

– Positive Reinforcement

– Negative Reinforcement

When instructors are trying to


change behaviors (old practices),
they should apply both positive and
negative reinforcement.
• Retention – Students must retain
information from classes in order to
benefit from the learning.

The amount of retention will be directly


affected by the degree of original
learning. Simply stated, if the
participants did not learn the material
well initially, they will not retain it well
either.
• Transference – the ability to use the
information taught in the course but
in a new setting.

– Positive transference

– Negative transference
Transference is most likely to occur
in the following situation:

– Association

– Similarity

– Degree of original learning

– Critical attribute element


Source:

Principles of Adult Learning


by Stephen Lieb
Senior Technical Writer and Planner, Arizona Department of Health Services
and part-time Instructor, South Mountain Community College
from VISION, Fall 1991

Disclaimer:
This presentation was put together for the benefit of the Trainers, Managers and
Supervisors of Letstalk.com and not for the infringement of copy right laws.

Greg Consulta
Instructional Design Specialist

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