Core Adult Learning Principles

Use these (see infographic) core adult learning principles to help address the ways many adult learners learn as well as the needs of many other learners (Anders, 2019). Ongoing research by the venerable Malcomb Knowles and his research team, Dr. Holton and Dr. Swanson (2012) have conducted ongoing research since the 1970s and have identified these key principles when helping adults learn:

Learner’s Need to Know

• They need to know the course goals and class topics, the answers to why, what, and how
• Adults want engagement and to be part of a collaborative planning process for their own learning. Instructors should provide options and allow for student input when possible.

  Self-Concept of the Learner

• Adults have a general desire to be more autonomous and self-directing. They generally want a greater sense of control.
• Instructors should encourage life-long learning skills whenever possible to help adult learners gain more control.

Prior Experience of the Learner

• Adult learners want their experiences recognized and understood.
• Instructors need to better understand adult students’ previous experiences (types and quality) to be better able to use these experiences as a resource within the class and to build upon for student understanding/improvement.

Readiness to Learn

• Adult students need to see the relevance/usefulness of the material to be learned to real-life (to their real life, right now).
• Adult learners may need changing levels of assistance/scaffolding. They are likely to be experts in some things and novices in other things. Having experience in something doesn’t necessarily mean being great in it. Adult students need to see the relevance/usefulness of the material to be learned to real-life (to their real life, right now).

 Orientation to Learning

• Prefer problem-solving learning orientation. Because of this, a great instructional methodology to use would be the Case Study.
• Adult learners generally prefer experiential (hands-on) learning. This seems obvious since, from my experience as an educator, everyone prefers hands-on learning, young and old.

  Motivation to Learn

• Adult learners tend to have more intrinsic, internal satisfaction when learning. A lot of adult learners want to learn purely for the enjoyment of learning and mastering a new concept.
• Many adult learners are motivated to learn due to the importance and personal relevance of the material to be learned. It addresses a current need for the adult learner; examples would be information for personal research or needing a new skill for work.

It is interesting to note that many of these Adult Learning Principles can be applied to many other student demographics (Knowles, Holton, Swanson, 2005). Things such as a need to know and wanting more hands-on learning can greatly enhance virtually all instructional settings.

What are your thoughts on these principles?

Are there other observations when dealing with adult learners?

Reference

Anders, B. (2019). The Army Learning Concept, Army Learning Model:A guide to understanding and implementation. Emporia, KS: Sovorel Publishing.

Knowles, M. S., Holton, E., & Swanson, R. (2005). The adult learner: the definitive classic in adult education and human resource development (6th). Burlington, MA: Elsevier.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2012). The adult learner. London, United Kingdom: Routledge.