成人学习理论解释

The adult learning theory or andragogy consists of 4 main principles and 5 main assumptions. Let's explore this popular theory in great detail and learn how to support adult learners.

Our brains stop developing at the age of 25, says NIH. This doesn't mean adults can't learn anything new, but they should engage in various practices that keep their brains active and constantly learning, such as hobbies.

Simply put, adults can easily revisit the learning process but should explore different material retention strategies. That's where the adult learning theory, also known as andragogy steps in.

In this article, we'll explain the adult learning theory and teach you how to incorporate it into corporate training. Let's start by learning who Malcolm S. Knowles, the father of this theory, is.

What Did Malcolm Knowles do?

Malcolm S. Knowles played a key role in understanding how adult brains learn during the 20th century. He was a respected American educator and researcher, mentored by Eduard Lindman, another renowned figure in the adult education landscape.

In 1959, Knowles joined Boston University and during his time there, he wrote texts which we consider the foundation of the adult learning theory.

In 1970, he published The Modern Practice of Adult Education. Three years later, he produced The Adult Learner. In 1975, he updated these pieces and published a brand new book, Self-directed Learning.

What is the Knowles Adult Learning Theory?

Children learn new ideas, concepts, and rules by listening, exploring, and practicing. It starts at home and continues at school. In other words, the adults around them choose what they will learn and how they will learn it. As they grow, they use what they’ve learned in their daily lives.

Adults think and learn differently from children. They make decisions, contribute to society, and guide themselves (Knowles, Holmes, & Swanson, 2005, p. 64). Their life experiences shape how they learn, and they stay motivated by their goals.

Teaching adults like children just repeats information, confuses them, or bores them. This changed in the early 1970s when Malcolm Knowles introduced andragogy (Knowles et al., 2005, p. 1). Some educators and theorists resisted andragogy because it wasn’t tied to a strict theory, but Knowles saw it as flexible.

He called it a "conceptual framework" instead of a fixed theory or goal (Merriam, Caffarella, & Baumgartner, 2007, p. 87). Knowles believed adult educators should guide learning, focusing on each learner and their experience without getting distracted by other theories (Knowles et al., 2005, p. 141).

Adult Learning Theory: Principles and Assumptions

Adult learning theory, called "andragogy," suggests that adults learn differently than young people. Here's a summary of the key adult learning principles and assumptions of Knowles' adult learning theory as well as examples:

Adult Learning Principles:

• Involvement in learning: Adults prefer taking part in planning and carrying out their learning.
• Accessing past experiences: Adults use their past experiences to understand new ideas.
• Problem solving: Adults focus on solving problems and using reasoning.
• Immediacy: Adults want to apply what they learn right away.

Adult Learning Assumptions:

• Self-concept: Adults often have a more independent and self-directed nature.
• Experience: Adults rely on their past experiences for learning.
• Readiness to learn: Adults learn with a purpose, and they're usually goal-focused.
• Orientation to learning: Adults want learning to be useful in their daily lives and don't like broad topics.
• Motivation to learn: Internal motivation is what drives adults. They seek self-improvement rather than learning for others.

How to Support Adult Learners?

Adults differ from younger students, with their own motivations and expectations. They learn best by doing and applying new information, not just memorizing facts.

Adult learners often expect more from their education, focusing on achieving specific goals and wanting to know how learning will help them meet those goals.

• Problem-solving works well for adult learners, who enjoy tackling real-world challenges.
• Using practical examples helps them connect new information to their own experiences.
• Activating their prior knowledge before introducing new concepts boosts understanding.
• Experiential learning, such as Kolb's cycle, enhances learning by guiding them through experience, reflection, and testing what they’ve learned.
• Clear connections between the lessons and their goals keep them motivated.
• Introduce social-emotional learning tools (SEL) for building better connections in a professional setting.

Each adult learner has unique experiences, knowledge, and goals. Therefore, applying the best practices in corporate training is not enough. Offering different learning options helps them choose what works best.

Additionally, respecting their background and encouraging discussions creates a positive environment. Instructors also learn by engaging with adult learners, making the process more interactive and beneficial for both sides.

Applying the Adult Learning Theory to Corporate Training

Now that you understand the theory of adult learning, consider these practical tips for using it in corporate training:

Just a quick note: If you're a learning and development professional, learn the benefits of AI in corporate training.

Analyze, analyze, analyze

Take a moment to dive into the details of your training. Use common methods like the ADDIE training model to consider who will be learning, what they need to know, when and where the training will take place, and how it will happen.

Reflect on past training sessions to see what worked well and think about how to demonstrate the real value of your training to employees and customers.

Get Everyone Involved

Adults thrive on involvement. Before you create online courses, ask your employees what they’re interested in learning and how they’d like to learn it.

During training, encourage discussions and collaboration through your adult education software. Afterward, gather feedback on everything from tests to content and the tools you used. This approach fosters a sense of participation and ownership in the learning process.

Encourage Self-Directed Learning

Let’s be honest—mandatory training often feels like a chore. With a free LMS, you can create a self-directed learning environment. Allow learners to pick when and where they want to train, choose courses that pique their interest, and set personal learning goals.

Use Real-Life Examples

Adults want to connect training to their everyday lives. When designing your content, include real-world examples. For instance, if you’re training customers on your product, walk them through a workflow they will actually use and explain how it benefits them. In employee training, highlight how the training translates to their roles and provide relevant examples.

Let Learners Find Answers

Since adults enjoy tackling problems, don’t just hand them the answers. Design courses that challenge them to think critically. Use assessments and simulations that mimic real-life problems, allowing learners to apply their skills and discover solutions on their own.

尝试新想法

成人学习理论为企业培训开辟了各种实际应用。有效学习的秘诀在于实验。

在培训课程中尝试理论的不同元素，观察它们如何增强员工和客户的学习体验。

专家提示： 介绍 微学习，因为它可以帮助成年人小块学习大量的概念。它非常有效，因为它不会压倒学习者，并允许他们按等级学习。首先，他们学习基础知识，然后深入研究更复杂的概念。

但是，请探索 微学习的优缺点 在将其应用于您的学习和培训计划之前。

成人学习理论与原则：闭幕思考

马尔科姆·诺尔斯的成人学习理论改变了我们对成人教学的看法。它突出表明，当许多成年人能够掌控自己的教育时，他们的学习效果最好。但是，有些成年人更喜欢指导和结构，而不是自己做所有事情。

文化背景也会影响人们的学习方式。例如，在某些文化中，自主学习可能会让人感到奇怪。这就是为什么培训专家应该了解成人学习者带来的不同需求和体验的原因。

总之，成人学习理论并不完美，但它在今天仍然有意义。它为培训计划提供了许多有用的想法，学习和发展专业人员一定要探索这些想法。

通过将新信息与成年人已经知道的以及他们想要实现的目标联系起来，培训师可以创造更富有成效的学习体验。但是，他们应该记住，成人学习者有独特的需求，需要更加个性化的学习方法。

‍