Major Adult Learning Theories in Practice
Take an overall look at these theories to gain insight into what motivates adults to learn, and use this knowledge as a building block for your instructional design efforts.
Andragogy
Developed by Malcolm Knowles in 1968, the concept of andragogy is described by its creator as the art and science of helping adults learn. We’ve already covered the main assumptions of this adult learning model when comparing adult and child learners. Malcolm Knowles elaborated on the four principles of adult learning that made andragogy famous.
Adults learn better from their experiences, and trainers should take their past knowledge into account.
Adults favour a pragmatic approach and must be able to apply learning to solve a specific problem.
Adults are most interested in learning things that have immediate relevance.
Adults need to be involved in the planning and evaluation of their instruction.
Transformational learning
Developed by Jack Mezirow in 1978, transformative learning theory posits that all learners use different assumptions, expectations, and beliefs to make sense of the world around them.
Transformational learning attempts to help learners change — or transform — their existing frames of reference through problem-solving, procedural tasks, and self-reflection.
Learning transformations occur when individuals face a “disorienting dilemma” that challenges their existing beliefs and critically reflects upon what has happened.
It is one of the “stickiest” types of learning because it can shift an individual’s perspective on behaving, interacting, or problem-solving.
Experiential learning
Developed by David Kolb in the 1970s by drawing on the work of John Dewey, Kurt Lewin, and Jean Piaget, experiential learning requires a hands-on approach that puts the learner at the center of the learning experience.
Active participation is vital, but the theory says that learning happens only when individuals reflect upon their actions.
The four elements of experiential learning are active involvement, reflection upon practice, conceptualizing the experience, and using knowledge gained from experience.
Self-directed learning (SDL)
SDL is rooted in Malcolm Knowles’ theory of adult learning; in 1997, D.R. Garrison added elements of self-management to the model.
SDL is a process where individuals take the initiative to diagnose learning needs, form learning goals, identify resources, implement a learning plan, and assess their results.
SDL often occurs with the help of teachers, mentors, resources, and peers.
Requires the learner to be able to access and select appropriate learning.
The learner exercises control over all learning decisions.
Project-based learning (PBL)
Developed by John Dewey in 1897, project-based learning theory holds that learners acquire more profound knowledge through actively exploring real-world problems. Dewey called this principle “learning by doing.”
PBL requires learners to solicit feedback and continually review results. This iterative process increases the possibility of long-term retention of skills and knowledge.
It involves diverse skills, including inquiry, critical thinking, problem-solving, collaboration, and communication.
Action learning
Developed by Reg Revans in 1982, action learning is an approach to problem-solving that involves taking action and reflecting on the results.
Action learning aims to improve problem-solving processes and simplify the resulting solutions.
This approach tackles problems by asking questions to clarify the issue, reflecting and identifying possible solutions, and taking action.
Questions build group dialogue and cohesiveness, develop innovative and systems thinking, and improve learning results.
Action learning requires the group to take action on the functional problem. If learners make recommendations only, the group loses its energy, creativity, and commitment.
There should be a coach who helps the group to learn and work smarter and more effectively.
