Module 1:  Theories of Adult Learning

1.1   Adult Learning Theory

Much of the research regarding adult learning theory is based on the concept that adults and children learn differently.  Traditional
teaching methods are thought in terms of pedagogy, which Merriam-Webster online dictionary defines as “the art, science or
profession of teaching”. (Merriam-Webster, Incorporated, 2005-2006)  Pedagogy is a widely used term in the K-12 education
environment.  However, in adult learning, andragogy is a term researchers relate to adult learners. The concept was first introduced by
Malcolm Knowles. (Cranton, 1992)  Knowles discusses the teaching of adults that involves the concepts of self-direction and student
centered instruction.  Self-direction involves a person’s need be viewed by others that they have the ability to make decisions on their
own.  It should be understood that not every adult learner is self-directed, but it is important that others treat them like they are.  Self-
direction will be discussed later in more detail.  Some additional differences between adults and children are that adults are usually
motivated internally and enter into learning environments with life experience.  Theories of adult learning have been a fundamental
factor in understanding the differences in teaching children and adults.  Adult learners typically are more self-directed, are able to
connect their experiences, are goal oriented and have a reason to learn. Adults are motivated internally, so it is important that their
trainers act more as facilitators.  Adult learners should be actively involved in their own learning. It is important as well to assist these
learners in the connection of the material to their experience and knowledge.  Since adult learners are goal oriented, instructors
should be clear about how professional development activities will help goal attainment.  Finally, every adult learner usually has a
reason that they want to learn something new, which is imperative that teacher trainers understand his concept to better guide
teachers. (Webb and Norton, 2003)

Module 1