Adult Learning Principles

The Principles of Adult Learning*

Principles support the practices used in planning, conducting, and evaluating adult education activities.

To facilitate learning, adult educators must understand the adult learning process.

Principles provide guidelines for decision making. CAVEAT: The one universal truth about

principles of adult learning is that there are no universal truths.

* Birkenholz, R.A (1999). Effective Adult Learning. Danville, IL: Interstate Publishers, Inc.

1. Learning is change

Learning is a change in behavior. Change in knowledge or skill. Acquiring new information and

knowledge is part of everyday adult life.

Adults seek out learning opportunities.

Learning is an individual process.

2. Adults must want to learn

Adults choose to become in learning activities.

Some programs require participation.

Learning efficiency and achievement is correlated with personal motivation.

Identify factors in adult learning. Develop a “felt need” for

participants.

3. Adults learn by doing Adults learn best through direct

participation. Plan programs that begin at the

“entry level.” Significant barriers to learning:

– Low self-esteem

– Unconfident in own abilities

– Fear of ridicule or failure Organize activities that ensure

success.

4. Focus on realistic problems Knowledge and skills with

immediate application. Adults do not have time or

patience to learn irrelevant information.

Use the inductive approach to learning.– Use realistic situations– Identify and define problem– Propose alternative solutions– Develop conclusions

Inductive versus Deductive

GeneralPrinciple

GeneralPrinciple

Ex. 2

Ex. 1

Ex. 3Ex. 1

Ex. 2

Ex. 3

5. Experience affects learning

Experience influences (+ or -) adult learning.Experience is a cumulative characteristicVaries widely among adult groupsParticipants’ sets of previous experiencesMay be broad or lacking in scopeAdding new knowledge or skill is “life dependent”

Recognize + and - affects.Unlearning and relearning is necessary in today’s society.

Foundation for Learning

Knowledge, Skills, and Experience Base

6. Informal learning environmentsRules inhibit adult learners.Full immersion in the educational process.Most adults accept behavioral guidelines.Refreshment breaks are a necessity.

Scheduled breaks enhance the learning processAllows for interaction among all participantsPromotes informal and relaxed discussion

7. Variety in teaching methodsAdults learn through their senses.Multiple senses promote retention rates.Trade-off between efficiency and effectiveness.Recognize this trade-off when planning programs.

Purpose of the programObjectives of the program

8. Guidance, not gradesAdults are individualistic in evaluating their achievements or performance.Avoid application of rigid performance standards except when required by certification.Adults benefit from encouragement of their capabilities as learners.