Principles of-adult-learning-1213909045189160-9(2)
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The document discusses Malcolm Knowles and his theories of adult learning, or andragogy. Knowles introduced the concept of andragogy to describe how adults learn differently than children, with adult learners being self-directed, goal-oriented, and drawing on life experiences. The document also outlines some key characteristics of adult learners and factors that motivate adult learning, such as social relationships, personal advancement, and cognitive interest. Barriers to adult learning are also discussed, including lack of time, money, and confidence.
Principles of-adult-learning-1213909045189160-9(2)
- 2. 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.
- 3. ADULTS ARE AUTONOMOUS AND SELF-DIRECTED
- 4. ADULTS ARE GOAL – ORIENTED.
- 6. ADULTS HAVE ACCUMULATED A FOUNDATION OF LIFE EXPERIENCES AND KNOWLEDGE THAT MAY INCLUDE WORK-RELATED ACTIVITIES, FAMILY RESPONSIBILITIES AND PREVIOUS EDUCATION.
- 8. ADULTS NEED TO BE SHOWN RESPECT
- 9. Motivation is another aspect of adult learning. At least six factors serve as sources of motivation for adult learning:
- 10. • 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.
- 11. 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.
- 12. • 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
- 13. 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
- 14. There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are:
- 15. • 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
- 16. • 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.
- 17. • 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.
- 18. • Transference – the ability to use the information taught in the course but in a new setting. – Positive transference – Negative transference
- 19. Transference is most likely to occur in the following situation: – Association – Similarity – Degree of original learning – Critical attribute element
- 20. THANK YOU!
Editor's Notes
- #3: In order to effectively design courses geared for adult students, it is important to understand how adults learn, and how their needs differ from those of K-12 or typical undergraduate students. Adult education literature supports the idea that adults are mutual partners in the learning endeavor. Some of the Adult Learning Theory is geared more towards face-to-face instruction. Adults tend to prefer single concept, single-theory courses that focus heavily on the application of the concept to relevant problems. This tendency increases with age. Regardless of media, straightforward how-to is the preferred content orientation.
- #4: They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. Facilitators must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals
- #5: When adults enroll in a course, they usually know what goal or goals they want to attain. With their goal in mind, they appreciate an educational program that is organized and has clearly defined elements. It is therefore critical for the facilitator or instructor to show the participants how this class will help them attain their goals.
- #6: Adults NEED to see a reason for learning something. They must see a reason for learning something. It is therefore critical for facilitators to identify objectives for adult participants before the course begins. This also means that theories and concepts must be related to a setting familiar to the participants. Facilitators should let the participants choose projects that reflect their own interests.
- #7: Participants NEED to connect learning to this knowledge/experience base. To help them do so, facilitators should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
- #8: Adults are practical, focusing on the aspects of a lesson that is most useful to them in their work. They may enroll in a class without being really interested in knowledge for its own sake, but that it is relevant to their work. Facilitators, therefore, must explain to the participants how the lesson will be useful to them on the job. Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic factors.
- #9: Adults want their instructors or facilitators to acknowledge the wealth of experience adult participants bring to the classroom. In other words, facilitators should treat adult participants as equals in experience and knowledge to voice their opinions freely in class.
- #14: The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers.
- #16: Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn. Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning. Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.
- #17: Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior. Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct. (
- #18: Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior. Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct. (
- #19: Positive transference, like positive reinforcement, occurs when the participants uses the behavior taught in the course. Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.
- #20: Association -- participants can associate the new information with something that they already know. Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern. Degree of original learning -- participant's degree of original learning was high. Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) on the job. Although adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success. Of course, the heightened success requires a greater responsibility on the part of the teacher. Additionally, the learners come to the course with precisely defined expectations. Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the benefits will be longer lasting.