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
Self - concept
Role of the learner
PEDAGOGY
Dependent personality
To be built on more than
used
Readiness to learn
Varies with level of
maturation
Orientation to learning Subject-centered
Motivation
External rewards &
punishments
Planning, diagnosis of Primarily by teacher
needs, Setting goals &
evaluation
Learning activities
Transmittal techniques,
Assigned readings
ANDRAGOGY
Increasingly self-directed
learning
Rich resource of
experience
Develops from life tasks
and problems
Task- or problem-centered
Internal incentives,
curiosity
By participative decisionmaking
Inquiry projects,
independent study,
experiential techniques
Theories of Adult Learning
1. Self-directed learning
New Theories
2. Reflection practice
Learning to learn
3. Experiential learning
Cross Cultural Adult Learning
4. Self efficacy
Practical Theorizing
5. Constructivism
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 Reflectionability 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
New Learning
Concrete
Experience
Active
Experimentation
Reflective
Observation
Abstract
Conceptualisation
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 indepth 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.
2.
3.
4.
Everyone has the opportunity to participate in the discussion
Everyone considers that he is contributing to the goal of progress
Chairman in each group gains experience in leading a discussion
Spokesman in each group gains experience in summarizing and
presentation the group's discussions
Brainstorming
• 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
Case Study
• 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
Team based learning
• 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
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.