Adult Learning

Adult Learning
Definition of Learning
• The activity or process of gaining knowledge or skill by

studying, practicing, being taught, or experiencing something.
• Learning is the process by which one acquires and stores or

accepts information. It is not static and never ending process.
Cont’d…
There are many definitions of learning but they all share three
characteristics:
• A change in behaviour.
• The change must result from practice and experience.
• The change must be enduring.
Why learning is Important?
• To know the new things
• Learning helps to adapt a new environment
• To keep your mind young
• It enables us observe the results
• It enable us to take feedback into new initiatives
• It increase the level of knowledge
• Learning helps respond to dangers and react
• It gives us a way of acquiring and mastering them
• Greater learning can provide you with deeper knowledge of a
subject
The Laws of Learning
• The Law of Doing

• The Law of Effect
• The Law of Exercise
• The Law of primacy
How We Learn
VIDEO
Adult Learning
• Adult:
By definition of an adult is someone who has achieved the
self concept of being responsible for their own life.
• Adult Learner:
A person more than 18 years old who seeks new skills or
information and who exhibits self-direction and autonomy.
Most adult learning theories have been based on the work of

Malcolm Knowles, who theorized that adult learners have
distinct and unique characteristics.
Principles/Characteristics of Adult
Learner
• Autonomous and Self Directed:
Adult learners prefer to be free to direct themselves. Actively
involve them in the learning process and serve as a facilitator
for them.
Cont’d…
• Life Experiences and Knowledge:
Learners need to connect learning to their knowledge and

experience base (family relationships, professional life and
previous academic experience.
• Goal Oriented:
Learners usually know what goal they want to attain. Good
organization and clearly defined elements are much
appreciated.
Cont’d…
• Relevancy Oriented:
Learners must see a reason for learning something new. It has
to be applicable to their work or other responsibilities to be of
value. So learners should allow to choose project that will
reflect their own interest.
Cont’d…
• Practical:
Learners may not be interested for their own sake. Let them
know explicitly how the lesson will be useful to them on the
job.
Cont’d…
• Respect:
Acknowledge the wealth of knowledge and experiences that
learners bring to the classroom. Learners should be treated as
equals in experience and knowledge.
Assumptions of Andragogy
• The Learners need to know:
Adult need to know why they should learn something.
-Reason they will learn something.
- How it will benefit them.
• The learners self concept:

Adults resent and resist situation in which they feel others are
imposing their wills on them.
Cont’d…
• Learners Experience:
Adult wants to use what they know and be acknowledged for
having that knowledge. Adults self identity are determined
from their experience.
• Readiness to Learn:
Adults must experience a need to learn something in order to
solve real life tasks and problems.
Cont’d…
• Orientation to Learning:
Adults are life, task and problem centered in their orientation
to learning.
• Motivation to Learn:
Internal priorities are more important than external
motivators.
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.
Setting Learning/Training Objectives
A statement of learning objectives
• is a collection of words or symbols describing one of your
educational intents.
• describes an intended outcome of instruction, a proposed
change in a learner when he has successfully completed a
learning experience.
• describes an observable and measurable pattern of behavior
(performance) you want the learner to be able to
demonstrate.
Types of Training Objectives
• Cognitive Objective: Cognitive objectives deal with the
recognition of knowledge understanding and the
development of intellectual abilities and skills.
• Affective Objective: Affective objective pertain to feelings of
emotion depicted by words as motivation appreciation,
attitude, interest and enthusiasm.
• Psychomotor Objective: Psychomotor objectives which refer
to the development of motor of manipulative skills.
Role as a Trainer
• The Expert
• The Planner
• The Instructor
• The Facilitator
• Resource Person
• The Model Role
• The Co-Learner
Pitfalls of Training Adult
• Do not treat adult like children

• Ensure that adult want to learn
• Ensure that adult feel there is a need to learn
• Don’t throw statistics and facts to adult because adult are
goal oriented not statistically driven
• Use experience to help out their learning
• Adult learns best in informal environment and pleasant
atmospheres.
Learning - Retention

Adult Learning

Uploaded by

Copyright:

Available Formats

Adult Learning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Adult Learning

Uploaded by

Copyright:

Available Formats

Adult Learning

• The activity or process of gaining knowledge or skill by

• Learning is the process by which one acquires and stores or

• The Law of Doing

Most adult learning theories have been based on the work of

Learners need to connect learning to their knowledge and

• The learners self concept:

At least six factors serve as sources of motivation for adult

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

• Social welfare: to improve ability to serve mankind, prepare for service to

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

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

• Do not treat adult like children

You might also like