Principles of Adult Learning PDF

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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What are the characteristics of adult learners according to Knowles' theory of andragogy?

What are the characteristics of adult learners according to Knowles' theory of andragogy?

What are some common barriers that prevent adults from participating in learning?

What are some common barriers that prevent adults from participating in learning?

At the end of this short presentation, participants

• Become more effective teachers and/or

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

Andragogical – learner centered method.

• External expectations: to comply with instructions from someone else; to

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

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

• Lack of confidence or interest

• Lack of information about

• Problems with childcare and

• Requirement for competence or

• An expected (or realized)

• A need to maintain old skills and

• A need to adapt to job changes

• A need to adapt to new systems

• The need to learn in order to

– Set a feeling or tone for the lesson

– Set an appropriate level of

– Set an appropriate level of

When instructors are trying to

The amount of retention will be directly

– Degree of original learning

– Critical attribute element

Principles of Adult Learning

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