ADULT LEARNING:

PRINCIPLES & BARRIERS

DR. S MAHMUD MISHU BDS MPH

LECTURER
DEPARTMENT OF PUBLIC HEALTH
SCHOOL OF HEALTH AND LIFE SCIENCE
NORTH SOUTH UNIVERSITY
“Education is what remains after one has forgotten what one has learned in school.”
Albert Einstein
This Photo by Unknown Author is licensed under CC BY-SA
 ADULT LEARNING

There are several definitions of the adult learner throughout the literature.
However, different authors focus on different perspectives. Other authors have
attempted to define adult learning by distinguishing it from pre-adult schooling.
Knowles (1980), for example, identified the following characteristics of adult
learners:

• Motivation
• Learning Styles
• Relevance and Immediacy
• Prior Learning and Experience
• Context – The Whole and Its Parts
• Learning Environment
• Participation and Practice.
PRINCIPLE 1: Adult learning is often characterized by internal motivation and
self-direction. (motivation)

A person is more likely to want to learn when they are interested in the topic or skills being
addressed, and because they can see the benefit or usefulness of the learning.
Motivation for learning can be provided by internal and external factors.

Internal factors may include:

External factors may include:
 The desire to seek knowledge
 Wanting to prevent or settle a legal problem
 To be challenged  To achieve greater job satisfaction
 To achieve greater job satisfaction  Secure professional advancement
 Or to satisfy an inquiring mind  Or to increase job related skills.
 MOTIVATION

Barriers to consider that may disrupt motivation:

• Lack of time
• Lack of money
• Lack of confidence or interest
• Lack of information about learning opportunities
• Problems with childcare and transportation
PRINCIPLE 2: The information adults have gained over a lifetime is useful to
instructors and useful to other students. ( Learning style)

These are broadly categorised into three learning styles:

• Visual learners who prefer images, pictures, diagrams, films and videos or
demonstrations.
• Auditory learners who learn best through the process of listening and talking.
• Kinaesthetic learners who learn by doing.
 LEARNING STYLES

Note your preferred responses to the following 4. When I am learning a new skill, I am most comfortable:
questions: (a)Watching what a teacher is doing
1. When I need directions for travelling I usually: (b)Talking through with the teacher exactly what I’m
(a)Look at a map supposed to do
(b)Ask for spoken directions (c)Giving it a try myself and work it out as it goes
(c)Follow my nose and maybe use a compass 5. I feel especially connected to other people because of:
2. If I am teaching someone something new, I tend to: (a)How they look
(a)Write instructions down for them (b)What they say to me
(b)Give them a verbal explanation (c)How they make me feel
(c)Demonstrate first and then let them have a go 6. I find it easier to remember
3. I tend to say: (a)Faces
(a)Watch how I do it (b)Names
(b)Listen to me explain (c)Things I have done
(c)You have a go
 LEARNING STYLES

Based on the previous questions:

If you chose mostly A’s you have a VISUAL learning style.

If you chose mostly B’s you have an AUDITORY learning style.

If you chose mostly C’s you have a KINAESTHETIC learning style.

PRINCIPLE 3: Adults are relevancy oriented; adult students want to learn about the
things they view as important (relevance & immediacy)

Learning is enhanced when the learner is aware of the relevance of the content and when it is
‘immediately’ applicable to their situation or needs.
So when presenting to adult learners:
• Focus the content of activities around the current interests and concerns of participants
• Clearly state the purpose and learning outcomes, and identify points of relevance, when
promoting and introducing the activity
• Encourage participants to consider how the new knowledge or skills will assist them to
achieve their goals, or to address personal or professional issues
• Encourage the participants to apply the content to their own or comparable situations by
using techniques such as case studies, role plays, questions and discussion and
• Develop resources that people can easily access if and when they need them.
 PRINCIPLE 4: Adults are practical; learning needs to be timely and relevant.
(personal experience)

• It’s important to incorporate the rich experience that adult learners bring with them into
your training sessions. People come to learning situations with a wide range of
experience, knowledge, skills, values and perceptions. These can provide the basis for
valuable personal and co-operative learning.

• This background may also present barriers and challenges to learning. By drawing out
prior experience, you can correct learners’ misinformation which can be a significant
impediment to new learning.

• Strategies for incorporating prior knowledge and experience into your training session
include:
 PRINCIPLE 5: Adults learn best at supportive environment

When learning something new, adults may feel vulnerable. The use of low-risk activities,
reassurance and building on incremental successes can help learners to feel more
comfortable. Concepts and skills should also be presented moving from simple to complex
and from group-supported to solo.

Some strategies to create a safe learning environment where adults learn more effectively
include:
• Set achievable learning objectives
• Plan sessions to start with basics and work towards the more complex
• Establish expectations / ground rules
• Use an outline to guide participants towards intended outcomes
• Provide an environment that promotes sharing and co-operative learning, not competition
 LEARNING ENVIRONMENT

• Avoid words and actions that may embarrass individuals

• Encourage questions and ideas from participants that speak up
• Promote a supportive and non-judgemental environment
• Encourage and expect them to take responsibility for their own learning
• Provide a physical environment is conducive to learning and when appropriate
resources are available.

The educator/facilitator plays the key role in creating the atmosphere, selecting
strategies and organising the physical environment for the activity. Careful
consideration should be given to how the above points will be addressed, irrespective of
the size or relative ‘importance’ of the activity.
PRINCIPLE 6: Adult learners prefer to participate, be respected and acknowledged as
colleagues in the classroom.

Adults learn best when training moves beyond ideas (cognitive) and feelings (affective) to incorporate
actions (behavioural) as well. Providing opportunities for participants to participate in learning activities
and to practice new skills or apply knowledge assist people to learn more effectively.
Strategies to incorporate activities into your training sessions include:
• Directing participants to discuss ideas with a partner or their group every 10 minutes or so
• Using guiding questions to facilitate discussions
• Facilitate activities that encourage active participation and application of new skills and knowledge –
discussions, questions, problem-solving exercises, completing relevant documents, and role-plays.
• Use case studies or scenarios and invite learners to describe, apply or implement what they’ve learned
• Ask participants to record their new learning and the steps to be taken to implement their new
knowledge. Have them share these with the group to encourage use of their action plans.
• Balance quantity with quality. It may be more effective to address less points well through input and
encouraging active participation, rather than more points, most of which may be quickly forgotten.
 MOTIVATIONS & BARRIERS IN ADULT LEARNING

BARRIERS
MOTIVATIONS ● Time/scheduling
● Employment - to attain a job or a promotion
● Money
● Academic - to earn a GED or to enter
● Childcare
postsecondary education
● External - to comply with expectations or
● Transportation
requirements ● Confidence
● Personal - to engage with others/to gain new ● Interest
experiences ● Information
● Social Welfare - to be able to help others ● Other issues (legal,
● Cognitive Interest - to satisfy curiosity or for
personal, etc.)
the love of knowledge
COGNITIVE LOAD THEORY (CLT) CONCEPTS

Cognitive load theory (CLT) is an instructional design model that reflects a person’s cognitive
architecture or the way that one processes information.

While learning, information must be held in the working memory until it has been processed
sufficiently to pass into the long-term memory. The capacity of the working memory is very
limited. When too much information is presented at once, memory becomes overwhelmed
(or overloaded) and much of that “learned” information is lost.

Many factors such as distractions in the classroom, personal issues, and ineffective
instructional methods limit the amount of cognitive load a student can process.
COGNITIVE LOAD THEORY (CLT) STRATEGIES

Instructional strategies that reduce working memory load and facilitate the movement of concepts
from short-term to long-term memory to help learning “stick” include:

● Breaking tasks into small units where possible

● Using complete examples and then tapering off to partially complete examples as students gain
competency (e.g., start with a complete graphic organizer, move to organizers with decreased
information, and finally students develop their own organizer).

● Extending the capacity of working memory by using both visual and auditory channels

● Writing and speaking concisely; long-winded explanations add to the cognitive load

● Using graphic organizers to help learners classify and clarify ideas

● Employing “stop and think” strategies to allow the brain to incorporate new information
Supporting and Retaining Adult Learners

In addition to utilizing the instructional practices mentioned earlier in this

presentation, adult educators can further help reduce the stress and fears their
students may have by doing the following:
● Creating a safe and relaxed learning atmosphere
● Facilitating the formation of support groups
● Including team learning projects
● Presenting information in multiple formats
● Addressing students’ unique needs
● Respecting cultural differences
 QUIZ
Concepts and Strategies in Adult Education

A 5-question quiz begins on the next slide.

Completing this quiz can help to cement an understanding of theories and

instructional strategies for working with adult learners.
 QUIZ: Adult Education

Queston 1

Which of the following is NOT one of Malcolm Knowles' assumptions about adult
learners?

A. Adult learners have a self-concept of being responsible for their own

decisions.
B. Adult learners are motivated primarily by extrinsic factors.
C. Adult learners draw upon their own life experiences to help themselves learn.
D. Adults learn best when they know why they are learning something.
 QUIZ: Adult Education

Question 2
Which of the following is NOT recommended for adult educators to do in the
classroom?

A. Set a cooperative climate for learning in the classroom.

B. Design sequential activities to achieve the objectives.
C. Follow the textbook explicitly.
D. Work collaboratively with the learners to select methods, materials, and
resources for instruction.
 QUIZ: Adult Education

Question 3

Which of the following can be a barrier to adult participation in learning?

A. Time and/or money issues

B. Conflicts with childcare and/or transportation
C. Lack of confidence and/or interest
D. Lack of information about opportunities to learn
E. All of the above
 QUIZ: Adult Education

Question 4

According to the "See, Do, Teach" model of adult learning theory, students
retain the most from _____

A. what they do.

B. what they see and hear.
C. what they read.
D. what they say.
 QUIZ: Adult Education

Question 5

All of the following are recommended strategies for minimizing the cognitive load on
learners EXCEPT for which one?
A. Using graphic organizers
B. Chunking complex content into smaller bits
C. Lecturing extensively on relevant topics
D. Stopping instruction momentarily to give students time to think about what
they are learning
Closing Thoughts

Summarizing your thoughts on adult learning theories and strategies, and then relating
them to your current and future instructional practices, can help to strengthen your skills
as an adult education facilitator.
Please briefly record your responses for Reflection 3 on Workbook page 9.
1. How would you define an “adult learner”?

2. What is one aspect of adult learning theory that closely aligns with your current
teaching style? Describe that alignment.
3. What is one learning strategy or idea for adult instruction that you would like to
learn more about and/or incorporate into your own teaching? Why?
References
 Battista, l. & Ruble, V. Faculty Focus. Magna Publications. 2014, January 13. Nine Strategies to Spark Adult Students’ Intrinsic Motivation.
https://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation/

 Boyd, J. 2014, September 15. Adult Learning Principles - Supporting and Retaining Adult Learners. [Video]. YouTube.
https://www.youtube.com/watch?v=0QxuRTyXEVE

 Consulta, G. (Texas Workforce Commission). (n.d.) Principles of Adult Learning. [Slideshare]. https://www.slideshare.net/consgp/principles-of-
adult-learning

 Finlay, J. (2010, May 17). Andragogy (Adult Learning). [Video]. YouTube. https://www.youtube.com/watch?v=vLoPiHUZbEw
 Foster, A. 2014, April 18. Adult Learning Theory. [Video]. YouTube. https://www.youtube.com/watch?v=vkyYY1xTB7U

 Graham, S. 2017, May 22. A Simple, Easy To Understand Guide to Andragogy. https://www.cornerstone.edu/blogs/lifelong-learning-matters/post/a-
simple-easy-to-understand-guide-to-andragogy

 Knowles, M. 1984. The Adult Learner: A Neglected Species. Gulf Pub. Co., Book Division.

 “Pedagogy and Andragogy.” Collegiate Dictionary. Merriam-Webster. 2016. unabridged.merriam-webster.com/collegiate/pedagogy and andragogy